Class D

Biodata

Class Evaluation & Resources

Background / History

Class D begins its first year with students excited by their private points, while Horikita Suzune is among the few who doubts the school’s apparent generosity. At the freshman assembly, the chairman’s emphasis on meritocracy makes clear that resources and future opportunities must be earned through demonstrated ability. 2 3

The class’s first major crisis occurs when its private-point allocation falls to zero. Chabashira Sae explains that Class D has placed last because of poor discipline, lateness, absences, weak exam performance, and unrestrained spending. The resulting lack of funds leaves many students dependent on free cafeteria meals and exposes the class’s lack of planning. 6 7

Fūki Ran responds by proposing a study group centered on improving the students most at risk academically, beginning with Sudo Ken. Horikita assists with tutoring, Kushida Kikyo helps distribute recipes made from free ingredients, and Hirata Yousuke offers support. These efforts create an early foundation for cooperation, even as the class remains divided. 6 7

Resource scarcity later produces repeated arguments over a proposed public fund and how it should be spent. Hirata advocates unity, Horikita argues that the class should focus on gaining more points rather than dividing too few, and Fūki uses Kushida’s influence to build support for collective action. 16 18 24

Internal Dynamics

• Academic weakness — Class D’s poor exam results and students’ resistance to studying directly contribute to its low evaluation. 6 12
• Resource conflict — Reduced points divide the class between students who favor long-term investments such as study aids and those seeking immediate comforts such as food or gatherings. 16 24
• Emerging cooperation — Study groups, shared meals, information exchanges, and public-fund discussions gradually push several students toward collective action. 7 16 40
• Vulnerability to manipulation — Ryūen Kakeru exploits individual weaknesses, bribing or influencing students such as Ike Kanji and Yamauchi Haruki, threatening Sudo, and targeting vulnerable classmates. 41 46 47
• Information networks — Fūki, Horikita, and Kushida establish covert intelligence-sharing to identify Class C’s interference and protect classmates from being exploited. 41 47 48

Key Members

• Fūki Ran / Feng Qi — Quiet strategist who organizes study efforts, builds information networks, and develops countermeasures against external threats. 6 10 41 47
• Horikita Suzune — Initially detached from class affairs; gradually accepts that Class D’s collective condition affects her own prospects and begins cooperating with others. 6 20 40 50
• Kushida Kikyo — Social hub and informant whose connections are used to gather intelligence, influence opinion, and monitor threats within and outside the class. 16 21 47
• Hirata Yousuke — Class representative who prioritizes unity, mediates disputes, and later proposes expanding the class’s cooperative monitoring network. 16 46 48
• Sudo Ken — Athletic student whose impulsiveness and academic struggles make him an early focus of the study group and a frequent target of Class C’s provocations. 7 19 46 47
• Sakura Eri — Initially overlooked classmate who secretly records Class C activity through detailed sketches and notes, becoming a valuable source of intelligence. 47 48
• Yukimura Teruhiko — Academically capable student who favors practical, long-term use of the class’s limited resources. 21 24
• Ike Kanji and Yamauchi Haruki — Students whose suspicious contact with Class C raises concerns that Ryūen is using them to destabilize Class D. 40 41

Relationships

• Chabashira Sae — Homeroom teacher; reveals that Class D’s resources are determined by its collective evaluation and initially offers little guidance beyond that explanation. 2 6
• Class C — Hostile rival class led by Ryūen Kakeru; probes Class D’s cohesion through provocation, bribery, threats, rumors, and intelligence gathering. 19 20 41 46
• Ryūen Kakeru — Primary external threat to Class D’s stability; targets individual weaknesses to create internal disorder and gain leverage. 20 41 47
• Class B — A potential source of outside information; Kanzaki is identified as one of Ryūen’s contacts, while later reports suggest Ryūen is also investigating Ichinose Honami. 47
• Class A — Its students are associated with the high-level Strategy Game Research Society in which Fūki earns a large private-point reserve outside Class D’s knowledge. 5

Story Role / Major Arcs

Point Crisis and Study Group

Following the loss of its monthly points, Class D confronts the consequences of its poor evaluation. The crisis prompts the formation of a study group, nutritional support through free-ingredient recipes, and early cooperation between Fūki, Horikita, Sudo, Kushida, and Hirata. 6 7

Public Fund Conflict

The class attempts to pool resources for shared needs, but competing priorities expose sharp divisions between pragmatism, individualism, and immediate gratification. Kushida’s social influence helps stabilize support for the fund. 16 18 24

Special Exam Preparations

As the Special Exam approaches, Fūki gathers intelligence through Kushida and Karuizawa Kei, maps Class D’s internal power structure, and identifies key students whose abilities or weaknesses may affect the class’s future. 21 23 29

Defense Against Class C

After the Sudo incident confirms Class C’s interest in exploiting Class D, Fūki, Horikita, and Kushida form a covert alliance. They investigate Ryūen’s network, protect potential targets, feed false information to suspected informants, and begin expanding cooperation to reliable classmates. 41 45 46 47 48

Trivia

• Class D’s first major resource crisis forces many students to rely on the cafeteria’s free mountain vegetable set meal. 7
• Fūki earns 1,150,000 private points through the Strategy Game Research Society without any Class D student witnessing it. 5
• Sakura’s sketches document Class C students’ movements with times, locations, and behavioral annotations. 48