What impact do horse-assisted interventions have on children's well-being and school performance?

Equine Assisted Interventions (EAI) are offered in many countries with positive results. However, there are few scientific studies on how EAI affects students even though it has been suggested that there are certain mechanisms specific for Autism spectrum diagnoses.

The main aim with the project is therefore to develop research about EAI with both qualitative and quantitative methods. The project involves several research organisations, horse facilities, those performing EAI, schools and families. Another important aim is to study horse welfare in order to consider ethics around EAI. The project will evaluate the economic value of EAI which can help making well founded decisions about financing of similar programs.

The purpose of this study is to investigate the impact of Equine Assisted Intervention (EAI) compared with an active controll in the form of Nature Assisted Interventions (NAI) or a control group (waiting list) for 10–12-year-old students with problematic school attendance and performance. The following questions will be addressed:

1. What is the impact of EAI on students' school attendance, school performance, motivation, and well-being?
2. How do students experience EAI in relation to their motivation for studies, psychosocial functioning, self-esteem, and school attendance?
3. How do parents, teachers, and EAI tutors perceive the impact of EAI on the students’ engagement and well-being?
4. Is EAI a cost-effective intervention compared with NUI (active control) and waiting list?
5. What activities are conducted with horses in EAI sessions and how do the horses interact with students?
6. Do the horses show signs of positive or negative welfare during EAI sessions?

The study will be randomized with three different treatments. EAI students will perform tutor-led ground-based activities and maybe riding with focus on relaxation, concentration and sequencing. The students will perform various school assignments, based on the current learning goals. NAI-students (active control) will perform tutor-lead outdoor activities like the ones used for EAI. Wait list control students will continue normal school activities and will be offered an intervention later.

We plan to include 90 students, 10-12 years-old of both genders with 15-50% school absence and different school-related problems. Students shall be recruited from schools collaborating with horse facilities. The interventions will be carried out at 4-6 horse facilities who have experienced staff. The interventions will include 1-3 hours weekly sessions for 10 weeks during school hours.

Project group:

Lena Lidfors, Professor of Ethology, Department of Applied Animal Science and Welfare, Faculty of Veterinary Medicine and Animal Science, SLU.

Marie Eisersiö, post doc in Anthrozoology, Department of Applied Animal Science and Welfare, Faculty of Veterinary Medicine and Animal Science, SLU.

Anna Lundberg, Senior lecturer in Ethology, Department of Applied Animal Science and Welfare, Faculty of Veterinary Medicine and Animal Science, SLU.

Maria Andersson, Associate professor in Anthrozoology, Department of Applied Animal Science and Welfare, Faculty of Veterinary Medicine and Animal Science, SLU.

Inna Feldman, Associate professor in Health Economy, Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University.

Lisbeth Lundahl, Senior professor in Educational Work, Department of Epidemiology and Global Health, and Department of Applied Educational Science, Umeå University.

Bente Berget, Professor, Department of Health, Social and Welfare Studies Faculty of Health and Social Sciences, University of South-Eastern Norway.

Andrea Beetz, Professor of Special and Inclusive Education, International University of Applied Sciences, Erfurt, Germany.

Publications

Moe, I., Ho, P. J., Andersson, M., Karlberg, S., Lidfors, L., Sampaio, F., & Feldman, I. (2025). Effectiveness of animal-assisted services for school-aged children: a systematic review. European Child & Adolescent Psychiatry, 1-17.