The ABRS+ Equicentric Futures Project, supported by Sport England and British Equestrian, explored how riding schools can create meaningful and sustainable improvements in horse-centred practice. Rather than simply asking whether training and education work, the project sought to understand what works, for whom, in what circumstances and why.

Six riding schools were initially selected, with four completing the programme. Over six months, participants combined contemporary welfare science through the Five Domains Model, the ISES First Principles of Horse Training, practical in-hand and ridden coaching, and structured reflection and evaluation. At the centre of the programme was one deliberately simple question:

“What is the horse experiencing?”

The project found that welfare-centred change was not driven by knowledge alone. The most significant changes occurred across three interconnected areas:

• Mindsets – participants reported greater awareness of horse behaviour, emotional state and welfare indicators. They became more willing to question established assumptions, reflect on their practice and advocate for the horse.
• Skillsets – participants developed greater confidence in applying learning theory, observing and interpreting behaviour, improving the timing and clarity of communication, and applying evidence-based equitation both in-hand and under saddle.
• Systemsets – change extended into the riding schools themselves, including greater consistency between coaches, a shared language around horse welfare, more reflective discussion, peer learning and changes in organisational culture. ABRS+ Equicentric Futures Proje…

One of the most important findings was that sustainable change appeared to develop through relationships, reflection and learning rather than simply through rules or compliance. Psychological safety, trust, curiosity and the freedom to experiment helped people challenge established practices and consider alternatives.

The project also reframed the role of the horse. Rather than being a passive recipient of human decisions, the horse became an active stakeholder and co-educator. Behavioural, emotional and learning responses provided information that helped staff and coaches reflect on their own practice and make different decisions.

The evaluation did not directly measure changes in horse welfare through independent behavioural or physiological measures. Instead, it identified changes in people, practice and organisational systems that participants believed could improve horses’ experiences through better horse-human interactions.

Overall, Equicentric Futures suggests that lasting horse-centred change is most likely when welfare science and evidence-based equitation are combined with practical application, reflection, supportive leadership and a culture that is willing to learn. The recurring question “What is the horse experiencing?” provides a simple but powerful way of keeping the horse’s lived experience at the centre of everyday decisions.

Download the full report here.