What People Say


Noah - an early intervention
Elsa - a middle years intervention
Lenny - a middle years intervention
Amber - an intervention in adolescence

Jane Mischenko is the Children’s Commissioner in Leeds, where Sarah is working:

“In just a short period of time Sarah has had a tremendous impact in Leeds in developing and testing out the BUSS model. It is one of the best decisions I have made to support her secondment.  The BUSS model and impact this is having is recognised by our strategic boards where she has presented her findings.”


Diane McSharry, Education Officer for Children with a Social Worker at Cumbria Virtual School:

“BUSS is such a positive intervention to be part of, it just brings a smile to your whole being. Thank you for recognising the need and developing the intervention.”


Louise Michelle Bombèr, Founding Director of TouchBase.org.uk:

“At TouchBase we strongly recommend Sarah Lloyd and her team. We believe in what Dr Bruce Perry states that the more science literate our society can become the better off we will all be. As a practitioner in trauma recovery and as an adoptive mum I can vouch that we must get this model into the hands of those who are parenting and teaching as this will be a lifeline to many and will change the trajectory for so many children and young people who would otherwise have been misunderstood and misinterpreted.”


Candia Slaughter and Mel Campbell, Specialist Paediatric Occupational Therapists, Therapeutic Services and Trauma Team at Beacon House:

“The BUSS Model makes sense. The BUSS Model offers a framework to support children who have survived developmental trauma to re-build their sensory systems. It aims to put the bricks back in the wall for children who have experienced missed opportunities in their development due to neglect, trauma or adversity, by helping them to feel safe in their body, develop a sense of self and support their regulation.

What Beacon House loves about the BUSS Model is that it aligns with the Neurosequential Model of therapeutics and supports the attachment piece by empowering and equipping parents and carers with a tool-box of practical and fun based sensory re-building activities that they can incorporate into their everyday life. As a service we value its simplicity and inclusivity and are currently planning how to incorporate the BUSS model into our service.”

Level 2 Module

BUSS in Education


Alex Clark, Associate Headteacher at Meadowfield School:

“BUSS has had a much wider impact in our school than the school readiness programme. Staff who were involved in LEAPlets began to identify children who were looked after or vulnerable across the school whose foundation sensorimotor systems were underdeveloped and who were really struggling with the demands of the classroom and playground. We’d noticed how much they seemed to struggle in terms of attention and focus, but started to look more closely at what their core stability was like – whether part of the problem was that they were having to use a lot of energy just sitting in their chairs or writing. We worked with Sarah to develop a ‘Core Body Builders’ group that took in children across the classes in key stage two, and started working in school to fill in the gaps in their foundation sensorimotor systems. We were quite shocked to see how many gaps there were for some children, and really pleased that we’d decided to pay attention to it and are seeing real benefits to this approach. We’re also surprised by how intuitive it now feels and we wonder why we didn’t know this before! In the early years we trained all staff in BUSS and made a decision to take out all desks and chairs, so that their whole environment involved floor based play and learning. PE is completely geared around BUSS and helping to build good bodily regulation as a platform for learning, friendships and play.”


Louise Hill,  Headteacher at Grimes Dyke Primary School in Leeds:

“From speaking to Sarah about her observations of children who have experienced trauma and adverse early childhoods, it was clear that at Grimes Dyke there were many children who fitted this brief. Whilst the majority of the children had not experienced the care system, they had various trauma filled lives which had impacted upon their early development. Just by walking around school with Sarah and looking at the way children sat at tables, moved around school or sat to eat lunch demonstrated how many of our children had undeveloped systems. Once we identified the two key year groups and took part in the training we were off, the staff through themselves into the programme and truly believed in it’s potential. They were quickly celebrating the impact of children being able to concentrate for longer, write at greater length or use everyday tools such as a knife a fork more comfortably. Word spread around the staffroom and very soon other teachers were trying some of the basic techniques such as regular ‘tummy time’ and allowing children to work on the floor where possible. We’ve seen the impact of Buss at Team GD and will continue to build the principles into every day learning at Grimes Dyke.”


Jancis Andrew, Head Of the Virtual School: 

“Investing in this work to realise a positive impact on educational outcomes for children who have experienced care  is something I envision becoming an embedded part of the ‘offer’ for looked after children in the early years.”


"It was really interesting thinking in an integrated way about the impact of regulated trauma. Really loved the model of creating a shared narrative around the child with family and wider super system ahead of assessment. I also loved the “trying it out” time for parents!"

Clinical Psychologist

"I found it interesting, thought-provoking, and enlightening. A lightbulb moment!"

Foster parent

“The best thing is that the strategies are easy to do – don’t focus on feelings and emotional issues. Children might enjoy the practical suggestions rather than trying to explain ‘why’ they’re doing something they shouldn’t.”

Adoption Support Social Worker

"It was so useful to get a real understanding of how and why our son acts and thinks the way he does"

Adoptive Parent

“Very inspiring trainer: so passionate and knowledgeable with a cheeky sense of humour brought everything alive.”

Residential Support Worker

“I will really be able to integrate some of this into my Theraplay practice, as well as when training adopters.”

Social Worker

"I can see how this can be applied to many children"

Teaching assistant

“I got a real sense that Sarah wants people to learn and be confident to use this approach.”

Independent Fostering Agency Manager

"All aspects of the worship were useful! Especially the practical activities, I can definitely implement most aspects of the workshop into my working day"

Deputy Head Teacher

"The most interesting part was listening to Sarah explain the model in such an informative engaging, warm, and passionate way"

Associate Dean of Learning and Teaching at the Tavistock Clinic

“Thank you, really motivated to incorporate this into school”

Special Educational Needs Co-ordinator (SENCO)

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