How working with horses can help young people: Understanding equine-assisted learning from a human and animal perspective.

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First published online 16 May 2024.

Why this study was done

Many young people who struggle in traditional school settings, due to trauma, disability, or social disadvantage, often feel disconnected, anxious, or labelled as “problematic.” This study explores how working with horses in a non-traditional learning environment can help these young people grow emotionally and socially. Rather than focusing only on human-centred therapy or education, the researchers used a “more-than-human” approach. This means they looked at how learning happens through relationships between people, animals (especially horses), environments, and objects.

What the study did

The researchers studied a 7-week equine-assisted learning program in Australia. It involved 23 students (ages 13–17) from a flexible school for marginalised youth. The students worked with horses and trained volunteers in a rural setting, doing activities like grooming, leading, and sometimes riding the horses. The team interviewed students, teachers, and social workers, and observed the sessions. They focused on how students felt and changed—not just what they did.

What the study found

Key themes from the students’ experiences included:

1. Fear to confidence

Many students were scared of horses at first. Over time, they became more confident and proud of their ability to connect with such large, powerful animals. This helped them feel more capable in other areas of life too.

2. Anger to calmness

Some students said the program helped them manage anger and stress. Being around horses required them to stay calm, which they learned to do and then applied in other situations.

3. Disconnection to connection

Students formed strong bonds with the horses and with each other. They described the horses as friends and felt it was “okay to love something.” This emotional connection helped them open up and feel more connected to people too.

Why this matters

Traditional education often focuses on thinking and behavior, but this program showed how learning can happen through feelings, movement, and relationships. Horses aren’t just tools, they’re active participants in the learning process. The program helped students feel seen, valued, and capable — countering the negative labels they often carry.

What this means

  • Programs like this offer a powerful alternative to traditional therapy or classroom learning.
  • They can help marginalised youth build confidence, emotional regulation, and social skills.
  • Educators and therapists should consider the role of animals, environments, and embodied experiences in learning.

Working with horses helped marginalised young people feel more confident, calm, and connected. By focusing on relationships, not just behaviour, this program created space for healing and growth in ways that traditional education often cannot.

This study was conducted by:

Prof. Simone Fullagar, Dr. Michael Norwood, A.Prof. Ali Lakhani, Dr. Annick Maujean, A.Prof. Martin Downes, Prof. Jason Byrne, Prof. Elizabeth Kendall.

To read the full article, visit the journal.

For other accessible formats, please see the column to the right.

Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone and clarity and approved by the author.

First published online 16 May 2024.

Why this study was done

Many young people who struggle in traditional school settings, due to trauma, disability, or social disadvantage, often feel disconnected, anxious, or labelled as “problematic.” This study explores how working with horses in a non-traditional learning environment can help these young people grow emotionally and socially. Rather than focusing only on human-centred therapy or education, the researchers used a “more-than-human” approach. This means they looked at how learning happens through relationships between people, animals (especially horses), environments, and objects.

What the study did

The researchers studied a 7-week equine-assisted learning program in Australia. It involved 23 students (ages 13–17) from a flexible school for marginalised youth. The students worked with horses and trained volunteers in a rural setting, doing activities like grooming, leading, and sometimes riding the horses. The team interviewed students, teachers, and social workers, and observed the sessions. They focused on how students felt and changed—not just what they did.

What the study found

Key themes from the students’ experiences included:

1. Fear to confidence

Many students were scared of horses at first. Over time, they became more confident and proud of their ability to connect with such large, powerful animals. This helped them feel more capable in other areas of life too.

2. Anger to calmness

Some students said the program helped them manage anger and stress. Being around horses required them to stay calm, which they learned to do and then applied in other situations.

3. Disconnection to connection

Students formed strong bonds with the horses and with each other. They described the horses as friends and felt it was “okay to love something.” This emotional connection helped them open up and feel more connected to people too.

Why this matters

Traditional education often focuses on thinking and behavior, but this program showed how learning can happen through feelings, movement, and relationships. Horses aren’t just tools, they’re active participants in the learning process. The program helped students feel seen, valued, and capable — countering the negative labels they often carry.

What this means

  • Programs like this offer a powerful alternative to traditional therapy or classroom learning.
  • They can help marginalised youth build confidence, emotional regulation, and social skills.
  • Educators and therapists should consider the role of animals, environments, and embodied experiences in learning.

Working with horses helped marginalised young people feel more confident, calm, and connected. By focusing on relationships, not just behaviour, this program created space for healing and growth in ways that traditional education often cannot.

This study was conducted by:

Prof. Simone Fullagar, Dr. Michael Norwood, A.Prof. Ali Lakhani, Dr. Annick Maujean, A.Prof. Martin Downes, Prof. Jason Byrne, Prof. Elizabeth Kendall.

To read the full article, visit the journal.

For other accessible formats, please see the column to the right.

Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone and clarity and approved by the author.

Page published: 26 Aug 2025, 03:07 PM