Helping Students Pause. Reset. Grow.
The Lunch Intervention/Interruption Program (LIP) creates a structured, supportive space where students can pause, reflect, and learn healthier ways to respond to challenges.
LIP is a trauma-informed, restorative program designed to address the root causes of disruptive behavior while helping students develop self-awareness, emotional regulation, communication, and problem-solving skills.
Every Intervention Begins With Understanding.
All of The Camel Project's trainings and programs are grounded in awareness around trauma-informed practices, belonging and de-escalation skills.
LIP recognizes that behavior communicates something. Instead of simply punishing a student for what happened, the program creates an opportunity to understand what happened, identify the choices that were made, and practice healthier responses.
Safety
Create a calm, supportive environment where students can step away from escalation and regain control.
Understanding
Look beyond the behavior to understand the emotions, experiences, and needs behind it.
Connection
Help students build healthier communication and relationships with peers and adults.
Growth
Give students opportunities to reflect, learn new skills, and make different choices.
A Different Response to Disruptive Behavior.
The Lunch Intervention/Interruption Program is designed to interrupt disruptive behavior without unnecessarily removing students from the learning environment.
Held during lunch, LIP provides a structured and supportive space for students to discuss what happened, understand their choices, and develop strategies for handling similar situations differently in the future.
The goal isn't simply to stop the behavior.
The goal is to help the student understand the behavior, develop the skills to manage it, and return to the classroom ready to learn.
Address the Behavior Without Losing the Student.
We have seen that LIP can have a life-changing impact on high school students without pulling them from the classroom. Most students are ready to learn when they return.
of students found LIP helpful
Surveys show that students valued LIP because it provided a nonjudgmental environment where they could understand what they did and how to make different choices.
Skills Students Can Take With Them.
Participants in LIP develop self-awareness, emotional regulation, and interpersonal skills through trauma-informed, cognitive-behavioral, and social-emotional learning activities.
Recognize
Recognize and interrupt escalating behaviors in themselves and others.
Regulate
Use self-regulation strategies to reduce impulsive reactions.
Reflect
Reflect on personal choices and their consequences.
Communicate
Communicate more effectively with peers and adults.
Set Goals
Set and evaluate personal goals that support behavioral and academic success.
Pause. Reflect. Make a Different Choice.
LIP gives students the time, space, and support to move from reaction toward reflection.
Pause
Interrupt the cycle of escalating behavior in a calm, supportive environment.
Understand
Explore what happened, what the student was feeling, and what contributed to the situation.
Practice
Develop and practice healthier strategies for responding to difficult situations.
Return Ready
Return to the classroom with greater self-awareness and readiness to learn.
Supporting Students. Strengthening School Culture.
LIP supports broader school goals around prevention, school safety, student wellness, and positive school culture.
By addressing behavior through understanding, reflection, and skill-building, schools can create opportunities for students to remain connected to learning while developing the skills they need to succeed.
Give Students the Opportunity to Pause, Learn, and Grow.
If your school is looking for a trauma-informed approach to behavioral intervention, we'd like to talk with you about how LIP can support your students and your school community.
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