14/05/2026
An equine charity is urging policymakers to include alternative learning approaches—such as equine-assisted interventions—in plans to improve support for children with special educational needs and disabilities (SEND).
In February, the Government released its “every child achieving and thriving” white paper, outlining proposed reforms to schools and the SEND system. The consultation includes measures aimed at improving outcomes for children with SEND, such as providing earlier and fairer support, increasing accountability among local partners, investing in staff training, making mainstream education more inclusive, and introducing new specialist provision packages.
Bristol-based HorseWorld, which has run its Discovery programme for 18 years, delivers part-time, therapeutic, skills-based interventions designed to complement mainstream education. In response to the white paper, the charity hosted a round-table event with stakeholders including schools, alternative learning providers, local authorities, parents, and MPs to discuss how the proposed reforms could work in practice.
A key focus of the discussion was how part-time alternative provisions—like equine-assisted learning—can support early intervention, inclusion, and prevent issues from escalating. Following the event, HorseWorld published a report highlighting the “vital role” these providers can play in helping young people re-engage with education and avoiding more complex needs developing over time. The report stresses that “earlier, more flexible intervention can lead to better outcomes – for individual children and the system as a whole”.
HorseWorld chief executive Jo Coombs, who is also a parent of two children with SEND, believes equine-assisted learning providers should actively contribute to the consultation process.
“This is the time for the horse world and others in equine-assisted learning to say what we do is, and can be, as mainstream as maths and English for neurodivergent children and children with SEND,” she said.
“There are some good things in the white paper, but there are some things that can be built upon and bits for concern. We really hope to start conversations, one around part-time provisions supporting mainstream rather than being an alternative to it. We’re not an alternative to school, we’re specialists working with schools – and that’s really important because I don’t think the white paper addresses this.
“We are also championing equine-assisted and the role of horses as teachers, which is not for every child, but for the children it is for, it can have such a quick impact.”
Bath MP Wera Hobhouse, who attended the event, emphasised the importance of creative approaches in SEND education.
“There is an urgent need to reform the SEND system, and parents are rightly concerned about how the funding announced by the Government will translate into real change within schools that are already overstretched and under-resourced.
“What came up time and again was the importance of creative subjects for children with SEND, particularly neurodiverse children. Creative subjects are not an optional extra; for many children with SEND they are where confidence is built and talents are discovered. If the Government is serious about inclusion, it must protect a broad and creative curriculum.”
A spokesperson for the Department for Education responded:
“Our reforms are resetting the way we view inclusion to create an education system fit for every child no matter their needs or background, including through providing schools with direct funding to make changes that prioritise inclusion and ensuring trained specialists are available within every community.
“For children with the most complex needs we are guaranteeing specialist provision packages – expert-designed plans with full legal protections, setting out exactly what each child requires, from specialist teaching and therapies to communication devices.”
