SWPBS - House Tokens @ WPS

House Tokens are a part of Whittlesea Primary School’s Tier 1 positive reinforcement systems. Staff give house tokens when students demonstrate positive school behaviour expectations.

The idea is that house tokens are handed out ‘free and frequent’ for all positive behaviours that don’t require a Golden Ticket, e.g. lining up safely, following teacher instructions, picking up rubbish off the floor or speaking respectfully to your peers.

House tokens are collated each week by House Captains and added to an ongoing recording sheet. At the end of each Term, the house with the most tokens is part of a ‘House Reward’ to be decided by House Captains and the Wellbeing Team.

Here is the current total for House Points so far in Term 4:

Dugat	Korangorangeet	Dhulin	Bunjil
593	523	486	504

Disability Inclusion - Understanding Masking, and Why It’s So Exhausting

Every child expresses themselves differently. Some children are naturally outgoing and talkative, while others prefer quiet observation. For some neurodivergent students — such as those who are autistic, have ADHD, or experience social anxiety — the effort to “fit in” can involve something called masking.

What is Masking?

Masking is when a child consciously or unconsciously hides their natural behaviours, feelings, or needs to appear more like their peers. This might look like:

Forcing eye contact even though it feels uncomfortable
Copying how others talk or play to blend in
Suppressing stimming (repetitive movements like fidgeting or humming)
Smiling or pretending to understand when feeling confused or overwhelmed

Children often do this to avoid standing out, to please others, or because they’ve learned that their authentic behaviours are misunderstood.

Why It’s So Exhausting

While masking can help children manage social situations in the short term, it comes at a big emotional cost. Constantly monitoring their actions, words, and reactions takes a huge amount of energy. Over time, this can lead to:

Fatigue and burnout
Increased anxiety or irritability
Withdrawal after school (“after-school crash”)
Low self-esteem or loss of identity

It’s not about children being “fake”, it’s about trying to stay safe and accepted in environments that may not always feel understanding.

How We Can Help

As parents, teachers and peers, we can make a difference by creating spaces where all children feel safe to be themselves.

Here are some simple ways to support:

💬 Value honesty over conformity – Let children know it’s okay to say, “I need a break,” or “That noise is too loud for me.”

🌈 Model acceptance – Talk positively about differences and show that everyone has unique strengths and challenges.

🧩 Notice signs of fatigue – If a child seems withdrawn or emotional after a social situation, recognise that it might be from the effort of masking.

🪴Provide quiet recovery time – Offer downtime after school or busy days, without pressure to talk or engage.

🤝 Build understanding – Encourage peers to be inclusive and kind, recognising that not everyone communicates or reacts the same way.

The Bigger Picture

By understanding masking, we can better support neurodivergent students to feel safe, accepted, and celebrated for who they truly are. When children no longer feel they have to hide parts of themselves to belong, their confidence, wellbeing, and learning all flourish.

Community Leaders

Term 4 - Weeks 6 & 7