BUSS and Training

The BUSS model training seeks to build on practitioners’ existing skills, introducing the important role that movement possesses within the early years of a developing child. It brings together Sensory Integration theory (combining neural research and social and emotional development), Attachment theory and an understanding of the impact trauma has on the developing brain.

In a typically-developing child, relational and movement experiences allow  a child to progress through the stages of development and move towards smooth, well co-ordinated movements. With this, comes a sense of connectedness with themselves and a feeling their body is helpful and reliable in what they ask it to do. New adversities and challenges are faced more effectively.

Combining the understanding of foundational systems and the processes by which they can be underdeveloped, games and activities can be used to address the breaches in the core developmental stages in a child. This is the key element of BUSS training, as movement-based therapies will help rebuild sensorimotor systems in children and ensure they lead healthy and happy lives. Once children feel confident in heir bodily movements, then conventional psychological therapies can commence should they be needed.

Many people undertake BUSS training without plans to become accredited practitioners and we welcome the richness and diversity this brings to training events.

All BUSS training in the UK is overseen by Sarah Lloyd. No other training or accreditation in the BUSS model is approved or recognised by BUSS Model Ltd. If you have any queries about this, please contact us on,


The training structure is designed in the shape of a pyramid; the largest intake of participants is open for the Introduction to the BUSS Model and Level One training, while the higher tiers of training accept fewer participants as they are beneficial for those wanting to become practitioners or wish to gain expertise in this subject. The pyramid design is also utilised to maximise the accessibility of local authorities to train large numbers of their staff in the basics of the BUSS model. Training is available for organisations and individual practitioners at all levels. Bespoke training and ongoing work can also be offered for organisations with different requirements (e.g. education).


Click on the buttons below for detailed information about each level of training.

BUSS in Education

BUSS training in action

As well as providing training to individuals, the BUSS team have had the pleasure of working with schools in Leeds, West Yorkshire, as well as the Calderdale Virtual School to integrate BUSS training into their staff.

Grimes Dyke Primary School

Grimes Dyke Primary School in Leeds served a disadvantaged part of the city; 51.4% of the pupils were entitled to free school meals, compared to 23% nationally.  While their pupils were not in care, they had often experienced chaotic, disrupted lives that meant that they had missed out on many movement experiences that their bodies needed to be able to meet the demands of school.

After discussions with their head teacher, the BUSS team agreed to focus initially on two year groups: Year One and Year Six. A training day was staged for all of the staff who worked with those year groups, and Sarah Lloyd joined classes on different days in the gym, to look specifically at core strength, stability, upper body strength, bilateral integration and sequencing and the extent to which children’s movements were smooth, well-modulated and well co-ordinated. From those sessions it was identified that eleven children in each group  could benefit most from a focused intervention.

With the ordering of a small amount of equipment and plans from Sarah for class- and group-based interventions, the school began work training staff in the BUSS model and helping those children most affected acquire therapy.

Sarah’s reflections on this:

“It was fantastic to be able to think with a school like this about how they might integrate ideas to build foundation sensorimotor systems into their school day. From very simple things, like children lying on their tummies to do reading, to work to build specific skills in individual children. I was really impressed by the openness of the staff team to these new ideas and how good they were at integrating them into their work. It was helpful to be able to keep going into school as the team became more confident in the games and activities, and see the interest this was sparking in other parts of the school.”

Louise Hill,  Headteacher at Grimes Dyke Primary School’s,  reflections on the intervention:

“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.”

Feedback on training

This will be the most valuable training you could ever do. Totally changed my thinking and understanding of the children I work with. The BUSS Model is the missing piece of the jigsaw and Sarah makes her incredible knowledge so accessible. One not to miss.

Amelia, Calderdale Virtual School team

"A fascinating much needed training. Really well delivered and balance of theory and real life experience."

Education Officer

"Laid out well and delivered at a good engaging pace"

Foster carer and Adoptive parent

"Very well explained- loved the use of analogies, good overview of theoretical underpinnings with practical strategies. Inspiring, Informative, and engaging"

Special Educational Needs Teacher

"Inspiring, excellent, and thought provoking. Loved how active the training session is. The videos were really helpful."

Clinical Psychologist

“How surprisingly easy it can be to make changes- very useful to try out activities and learn strategies.”

Adoptive parent

“It’s been a fantastic, thought provoking training – highlights simple techniques that can make such a huge qualitative difference to our children’s lives!”

Senior Social Worker

“It's been so interesting learning about the systems and being provided with tools on how to rebuild these systems”

Social Worker

“As a trainer, really engaging, doesn’t use jargon and makes sure info is accessible.”

Adoptive parent

"Trainer was fantastic- obvious to see she is very passionate about her job. Lots of knowledge and experience was shared"

Early Years Teacher

"Really liked how it linked back to real children. Also heartening how much these things we can do now can make a difference"

Adoptive Parent

“Very good content, the case studies were very useful, and will be very useful for my work”

Inclusion Support Worker

"It was fun! I most enjoyed the interactive parts of the day, and found the atmosphere to be friendly and relaxed throughout. Good use of metaphors and analogies, and videos throughout to aid explanations"


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