Rider education at Swedish riding schools: Comparing teachers' and pupils' perspectives.

Area of Science:

• Equestrian studies
• Animal behaviour
• Educational science

Background:

• A gap exists between scientific evidence and equestrian practice, impacting horse welfare and safety.
• Riding schools are key for promoting science-based practices and shaping attitudes toward horse welfare.
• Current riding school teaching often relies on traditional methods rather than evidence-based practices.

Purpose of the Study:

• To map equestrian knowledge on horse behaviour and welfare (BW) and learning/communication (LC) in Swedish riding schools.
• To explore how teachers and pupils perceive the teaching and learning of BW and LC.
• To identify barriers and opportunities for integrating evidence-based practices in riding schools.

Main Methods:

• Online surveys distributed to approximately 450 Swedish riding schools (RS).
• Responses collected from 199 teachers and 368 pupils.
• Data focused on the teaching and perception of horse behaviour, welfare, learning, and communication.

Main Results:

• Most teachers (83%) integrate BW and LC into lessons; 59% offer it outside lessons.
• Only 21% of teachers believe pupils learn enough about BW and LC when integrated.
• A significant disconnect exists: 71% of pupils want dedicated BW & LC lessons, but only 24% of teachers perceive this interest.

Conclusions:

• Differing perceptions between teachers and pupils regarding interest in dedicated BW and LC lessons highlight a communication gap.
• Perceived lack of pupil interest is a major barrier for teachers offering separate lessons.
• Developing strategies for better communication and aligning teaching with learner engagement is crucial for evidence-based equestrian education.