For the most part, student self-government in dormitory life was accepted within the prewar high school system. Student dormitory self-government originated with the introduction of a boarding school system at First High School, Student dormitory self-government at First High School became the model for other high schools. Due to student labor mobilization and governmental policy during World War II, student dormitory self-government became difficult to maintain. However, after Japan's defeat, dormitory self-government was revived by the students in every high school. At First High School in 1946, self-government was restored by the students. Despite food and material shortages, boarding schools resumed operation. At the same time, a movement to reform extant regulations and student self-government organization appeared, Leading to opposition between "traditionalist" and "reformist" students. The traditionalists wanted to preserve student self-government through adaptation to the current situation. In addition, they wanted to pass on the tradition to the students of the newly established liberal arts college of Tokyo University. Opposed to this were the reformists (most belonged to leftist student organizations) who sought to expand student dormitory self-government-not only to govern dormitory life, but also to encompass school administration as well as larger social movements. The the reformists pushed through the following three reforms: first, the incorporation of the principles of individual freedom and sociality; second, the inclusion of students not living in dormitories; and third, student self-government participation in school administration and student movements outside the school. After the end of the boarding school system, the First High School Self-government Association was formed by a cell of the Communist Party. In the end, the efforts of the traditionalist students resulted in Tokyo University's new system inheriting First High School's legacy of student dormitory self-government.

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