<![CDATA[Background: School culture plays a crucial role in strengthening students’ character, particularly through the implementation of the 3S culture (Smile, Greetings, and Address), which emphasises politeness and positive communication. Objective: This study aims to analyse the implementation of the 3S culture, the roles of school members, supporting and inhibiting factors, and its impact on students’ character and the overall school climate. Method: The study employs a descriptive qualitative approach, using observation and interviews to obtain in-depth and contextual data. Results: The findings reveal that the 3S culture has been implemented through daily habituation and consistent teacher role-modelling, which have contributed to improvements in students’ discipline, respect, and harmonious interpersonal relationships within the school environment. However, the implementation has not been fully optimal due to inconsistent student participation and insufficient continuous supervision. Conclusion: The 3S culture demonstrates a positive influence in shaping students’ character and fostering a conducive learning environment. Originality/Value: This study offers empirical novelty in the field of school culture management and student character education by revealing the operational dynamics of daily habituation, teacher role-modeling, and the systemic challenges of inconsistent supervisory monitoring concerning the cultivation of politeness, discipline, and harmonious relational school climates within the context of the 3S culture (Smile, Greetings, and Address) at the junior secondary school level, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for establishing habituation-based character development frameworks and refining institutional school-climate supervision policies.]]>
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