Teaching Equine Ethics Through Experiential Learning

At Chatham Hall, our equestrian program is about more than just producing strong riders. Our mission is to also develop ethical horsewomen. We want our students to understand that success in the ring must never come at the expense of the horse. While our program includes a robust horsemanship curriculum with substantial unmounted instruction, this year, Assistant Director of Riding Emma Lane and I felt that an important piece of our riders’ education was missing. To address the gap, we introduced a new Equine Ethics course during Chatham Hall’s January Term.

January Term, or J-Term, offers students a break from their traditional academic schedule and provides space for immersive, experiential learning. It was the ideal setting to explore ethical decision-making in the equestrian world. This is a hot topic in the industry right now.  

The United States Equestrian Fédération, our National governing body, released its first official rule specifically addressing the unethical treatment of horses in December 2024. 

Our inspiration for this course came from a prior visit to an A-rated show in Ohio. While sitting in the stands, we watched horse after horse enter the hunter ring, showing signs of questionable practices. Additionally, we observed horses clearly overfaced, excessive use of the stick, and riders competing in divisions beyond their skill level, all to the detriment of the horses beneath them. What troubled us most was not just what we were seeing, but the fact that it was allowed. Our conversations that day led us to a sobering conclusion: our sport lacks sufficient education around ethical practices, particularly for young riders.

With that in mind, the Equine Ethics course was designed to encourage critical thinking and personal accountability. We began with a quiz to gauge students’ initial perceptions of ethics in the equestrian industry. Their responses revealed a wide range of understanding and underscored the importance of having open, structured conversations about welfare and responsibility.

From there, we introduced students to foundational materials, including content from the United States Equestrian Fédération (USEF) Judges Training, the USEF Welfare Statement, and the Fédération Equestre Internationale (FEI), the international governing body for Olympic equestrian sports. These resources helped students understand not only the rules governing our sport, but also the intent behind them. Ethics, we emphasized, is not just about rule-following; it is about making thoughtful choices, even when no one is watching.

A significant portion of the course centered on discussion. Using a series of videos curated by Emma Lane, students were asked to analyze real-world scenarios and debate whether the riding and training they observed were ethical. These conversations challenged students to articulate their opinions, support them with evidence, and consider perspectives different from their own.

The course culminated with a trip to compete at the World Equestrian Center in Ocala, Florida, where students were encouraged to put their learning into practice. Each student was given a notebook to carry with them throughout the week and asked to document instances of both exemplary horsemanship and questionable behavior. They were also encouraged to photograph and video what they observed, fostering thoughtful reflection rather than passive consumption.

In addition to their own observations, students had the opportunity to meet with several show stewards. These conversations offered valuable insight into how the USEF Welfare Statement is interpreted and enforced, how stewards handle difficult situations, and what competitors and trainers can do to advocate for horse welfare.

Students returned to campus with a deeper understanding of their new knowledge, having brought it into the real world. They shared their findings at our Jan-Term Expo, expanding their opportunity to learn by also teaching their peers and the adult community. Their presentations reflected the depth of learning and the passion they had developed while learning outside the classroom. 

Our hope is that this course will leave a lasting impression. By teaching ethics alongside riding skills, we aim to empower our students to become thoughtful advocates for their horses and for the sport as a whole. Ethical horsewomen do not just ride well; they make informed, compassionate decisions that honor the partnership at the heart of equestrian sport.