17/05/2026
Why Riding School Horses Matter — My View
I have had a lifelong love of horses. I have competed myself to a high level and continue to do so, and my education in horse welfare began when I started at my first riding school over 30 years ago. That experience shaped not only my riding, but also my understanding of horses, their welfare, and the responsibility we have towards them.
Because of that background, I believe the riding school horse is one of the most important parts of the equestrian world. Without riding schools, horses risk becoming increasingly irrelevant and inaccessible to the wider public. Most people cannot afford private horse ownership, and without riding schools thousands of children and adults would never have the opportunity to experience horses at all.
To me, riding schools are not simply businesses. They are the gateway into horsemanship, education, welfare, and sport. They are where riders first learn balance, empathy, patience, responsibility, and discipline. Nearly every top rider started somewhere, and for many that beginning was on a patient riding school horse. Those horses are the foundations of the industry.
The Association of British Riding Schools (ABRS+) recognises the importance of riding schools in promoting education, welfare, and accessibility within equestrianism. I believe this is essential because if horses become something only accessible to elite owners or competitors, society risks losing its connection with them. Horses need to remain accessible to large numbers of people if they are to stay relevant and valued in modern life.
I also strongly believe in the mental health benefits that access to horses can provide. Horses offer structure, emotional connection, confidence, purpose, and calm in a way few other activities can. They force people to be present and honest in their behaviour and emotions, because horses respond directly to the energy and attitude of the person handling them.
Over the years I have seen how horses can help people struggling with anxiety, stress, low confidence, and loneliness. Riding schools often give people access to horses who would otherwise never experience that connection. The social and wellbeing value of equestrianism has also been recognised by ABRS+, particularly in relation to mental wellbeing and community support.
For me, welfare must always sit at the centre of equestrianism. That is why I value the Five Domains model promoted through work associated with The University of New England and ABRS+. The Five Domains focus on:
Nutrition
Environment
Health
Behaviour
Mental state
What I particularly value about this model is that it recognises welfare is not simply about preventing suffering. Horses should also experience positive mental wellbeing, social interaction, movement, and opportunities to behave naturally.
This directly connects to how I view riding school horses. Personally, I believe there are two types of horses particularly suited to good riding school environments.
The first are young horses that are carefully trained and educated for the role. I believe these horses can spend four or five years working within a professional riding school before moving into private homes as exceptionally well-rounded horses. Through varied riders, routines, and experiences, they become adaptable, forgiving, and mentally balanced. When managed correctly, riding schools can give these horses an excellent foundation for life.
The second type are ex-competition horses. Some retire from top-level work due to mild unsoundness, while others are physically capable but no longer cope mentally with the pressure of competition. In my experience, many of these horses still need purpose, movement, interaction, and routine. They often thrive when given a different role where expectations are lower and life is more consistent.
I think too many people underestimate how important purpose is for horses. Not every horse is happiest standing in a field with no stimulation. Many horses genuinely enjoy work and interaction when it is fair, varied, and sympathetic.
At the same time, I believe there are uncomfortable truths within private horse ownership that the equestrian world does not always want to discuss. Too many horses are kept in isolation, denied sufficient turnout, mentally under-stimulated, or managed according to human emotions rather than the horse’s actual needs.
I also believe there are riders who refuse to continue learning or improving their riding, even when their lack of education negatively impacts the horse. Loving a horse is not enough if the management, training, or care compromises welfare. As riders and owners, we have a responsibility to continue learning and to put the horse’s needs above our own ego.
In some cases, I believe a well-run riding school can actually provide horses with a more balanced and fulfilling life than private ownership because the horses receive:
Consistent routines
Daily exercise
Regular professional oversight
Social interaction
Mental stimulation
Experienced management
I do not see riding school horses as lesser horses. In many ways, I believe they are among the most valuable horses in the industry. They educate riders, support mental health, create future professionals, and give many horses meaningful and active lives.
For me, the future of equestrianism depends on accessibility, welfare, education, and honesty about what horses truly need. Properly run riding schools are essential to that future, and the riding school horse deserves far more respect and recognition than it is often given.
