Equine Therapy for Autistic Children: What the Evidence Says (and What Parents Can Expect)
Equine Therapy for Autistic Children: What the Evidence Says (and What Parents Can Expect)
A balanced, parent-friendly guide to horse-based interventions — what they are, what research suggests, and what to look for
If You're Feeling Unsure, You're Not Alone
If you're considering equine therapy for your child and wondering whether it really helps — or whether it's safe, evidence-based, or right for your family — you're asking exactly the right questions.
This guide explains what equine therapy is, what the research suggests (including its limitations), and what to look for when choosing a provider. Our aim is to give you clear, honest information — not to oversell or overpromise.
A Note on Trying Something New
Many families come to equine therapy after other approaches haven't worked, or because their child struggles in traditional settings. It's okay to explore options. What matters is finding a provider who is transparent about what they offer, how they keep children safe, and what realistic expectations look like.
What We Mean by "Equine Therapy"
"Equine therapy" is an umbrella term that covers several different types of horse-based interventions. The terms can be confusing, so here's a quick breakdown:
Therapeutic Riding
Structured riding sessions with goals around confidence, regulation, communication, or motor skills. Delivered by trained instructors (not therapists).
Hippotherapy
A specific intervention using horse movement as part of treatment, delivered by registered therapists (e.g., physio, OT, speech). More clinical in nature.
Equine-Assisted Activities
A broader category including groundwork (grooming, leading, barn activities) — not always involving riding. Focus on relationship and regulation.
Why Language Matters
Not all equine programmes are the same. Some are recreational, some are educational, and some have therapeutic goals. When choosing a provider, ask what type of programme they offer, what training their staff have, and what outcomes they're working towards. Be cautious of programmes that use terms like "therapy" without clarity about what that means in practice.
Why Horses Can Be a Good Fit for Some Autistic Children
Horses offer something that many traditional settings don't: connection without the pressure to talk. For children who find verbal communication exhausting, or who struggle with unpredictable social demands, time with horses can feel calmer and more manageable.
Predictability, Rhythm, and Sensory Input
Horses respond to calm, consistent behaviour. Their rhythmic movement can have a regulating effect on the nervous system. For some children, the sensory experience of grooming, leading, or riding provides input that is organising rather than overwhelming.
Connection Without Pressure to Talk
Horses don't require eye contact, small talk, or social reciprocity. They respond to body language and presence. For children who find human interaction demanding, this can create a lower-pressure opportunity for connection and trust-building.
Important: This doesn't mean horses "suit" all autistic children. Sensory profiles, comfort around animals, and individual preferences all matter. A good provider will assess suitability carefully.
What the Research Suggests
There is a growing body of research on equine-assisted interventions for autistic children. Some findings are promising — but the evidence base has limitations, and it's important to be realistic.
Key Finding: The Gabriels et al. Study (2015)
The strongest single study often cited is a randomised controlled trial with 127 children aged 6–16. It compared therapeutic riding to a barn-activity control group and found improvements in self-regulation and social communication in the riding group.
Follow-up research from the same group has reported some sustained benefits, though across the wider field, follow-up studies are inconsistent and typically limited in duration.
Self-Regulation
Improvements in irritability and hyperactivity observed in controlled research
Social Communication
Gains reported in social cognition and communication measures
Motor Skills
Smaller studies suggest benefits in coordination and postural control
What the Research Doesn't Prove Yet
Being honest about limitations is important for trust. Across the field:
- Many studies are small, use different measures, and have limited long-term follow-up
- Systematic reviews often describe the overall evidence quality as "promising, but not definitive"
- Improvements sometimes show most clearly in settings similar to the intervention — they may not automatically generalise to school or home without carryover planning
- Equine therapy is best described as a supportive, complementary intervention — not a cure or replacement for other support
Who Equine Therapy May Suit Best
Fit matters. Equine interventions aren't right for everyone, and a good provider will assess suitability carefully.
Signs It Might Be a Good Match
- Interest in animals (or willingness to try)
- Benefits from sensory input and movement
- Responds well to calm, structured environments
- Struggles in busy, noisy, or unpredictable settings
- Finding traditional approaches overwhelming
- Needs to rebuild trust or engagement gradually
When to Pause or Seek Different Support First
- Significant fear of animals that doesn't reduce with gradual exposure
- Sensory profile that makes outdoor/barn environments distressing
- Safety awareness concerns that require more intensive supervision
- Acute mental health crisis requiring specialist clinical input
- Physical needs that require specific medical assessment
Safety, Safeguarding, and Risk Assessment
Safety is the foundation. Good providers have clear, documented processes — and they're happy to explain them.
Quality markers to look for: In the UK, look for providers who follow recognised standards (such as RDA Approved Centre status where applicable) or can explain what standards they align to and how they're quality-assured.
What a Typical Session Looks Like
Sessions vary depending on the child, the programme, and the goals. But here's a general idea of what to expect:
Groundwork
Grooming, leading, and barn routines. Building familiarity, confidence, and connection with the horse.
Mounted Work
If appropriate and the child is ready. Focus on regulation, posture, or specific goals. Not all sessions involve riding.
Gentle Close
Winding down, reflecting on the session (if appropriate), and preparing for transition back.
Good programmes balance structure with flexibility. They follow a plan, but adapt based on how the child is presenting on any given day.
Measuring Progress Without Over-Promising
Realistic goal-setting matters. Progress should be individual, measurable, and reviewed regularly.
Practical Indicators That May Be Relevant
- Tolerance for attending (duration, distress levels)
- Engagement and willingness to participate
- Transitions in and out of sessions
- Co-regulation with staff
- Communication attempts (verbal or non-verbal)
- Confidence around animals and tasks
These aren't guaranteed outcomes — they're examples of what some families and practitioners observe. Good providers set individual goals with you and review them at agreed points.
How This Can Support School Refusal and SEMH Needs
For children who have become school-avoidant, or who struggle in traditional education, equine programmes can sometimes offer a different point of engagement. If you're exploring alternative provision options, understanding how animal-assisted approaches work can help inform your decision.
Engagement Before Education
For some children, the first step isn't academic learning — it's rebuilding trust, regulation, and readiness. Being around animals in a calm, predictable environment can support this without the pressure of a classroom.
Carryover: Linking Gains to Other Settings
Improvements in sessions don't automatically transfer to school or home. Good providers think about carryover — sharing strategies, communicating with families and schools, and helping bridge what's learned in one setting to others.
Questions Parents Should Ask Before Starting
- What type of programme do you offer (therapeutic riding, hippotherapy, equine-assisted activities)?
- What training and qualifications do your staff have?
- What staff-to-child ratios do you use?
- How do you assess whether a child is suitable for your programme?
- What safeguarding policies do you have? Who is your DSL?
- What insurance do you hold?
- How do you handle meltdowns, shutdowns, or dysregulation?
- How do you set and review goals?
Gentle Next Steps
Try an Observation Visit
See the setting, meet the staff, and get a feel for how they work. A good provider will welcome questions.
Share Your Child's Needs
Be open about triggers, sensory preferences, communication style, and what helps when things are hard.
Agree a Review Point
Set a short block of sessions (e.g., 6–8 weeks) and plan to review together. Is it helping? What needs to adjust?
Frequently Asked Questions
Common questions about equine therapy for autistic children.
Not necessarily a no — but it depends. Good programmes introduce animals gradually and at the child's pace. Some children who are initially anxious do become comfortable over time. However, if fear is significant and doesn't reduce with gentle exposure, a different approach may be more appropriate first.
Sensory profile matters. Some children find barn environments (smells, textures, sounds) regulating; others find them overwhelming. A good provider will ask about your child's sensory preferences and adapt accordingly — or be honest if their environment isn't a good fit.
No. Many equine-assisted programmes include groundwork (grooming, leading, feeding, barn activities) that doesn't involve mounting at all. Riding is introduced only when appropriate, if at all. The focus is on what works for the child.
Good providers have clear safety protocols: appropriate ratios, helmets and PPE, trained horses, supervised mounting/dismounting, emergency plans, and ongoing risk assessment. They should be happy to explain their approach. If they're vague about safety, that's a red flag.
This should be part of the conversation before starting. Good providers understand dysregulation, have strategies for co-regulation, and know when to pause, adapt, or stop a session. They should ask about your child's triggers and what helps — and share how they'll respond.
Typically, no. Equine-assisted interventions are best understood as complementary — part of a broader picture of support, not a replacement for education, clinical therapy, or specialist services where needed. Be wary of any provider who suggests otherwise.
This varies by child. Realistic expectations might include: improved tolerance for attending, increased confidence around animals, better co-regulation with adults, reduced distress during transitions, or small communication gains. Providers should set individual goals and review them — not promise universal outcomes.
Good providers can communicate with schools and Local Authorities, provide progress reports, and link their work to educational goals where relevant. Ask how they document progress and what information they share. This matters especially for funded placements or where evidence is needed for reviews.
Exploring Equine-Assisted Learning?
If you'd like to learn more about our approach, ask questions, or arrange a visit — we're happy to talk. No pressure, just honest information about what we offer and who we support.
