Abstract
This study examines the psychological benefits of Equine-Assisted Activities (EAA) for early school leavers. Data was collected from 31 participants in the equine group and 20 participants in the control group over to different time points. Data was gathered by means of self-reported questionnaires that assessed wellbeing, assertiveness, classroom anxiety, nonverbal communications, and compassion towards others. The independent samples t-test was conducted at two different time points to assess the difference between the two groups to begin and to assess changes over time. No significant difference was found between the equine and control conditions on levels of wellbeing, assertiveness, classroom anxiety, nonverbal communications, and compassion towards others to begin. The analyse at time point 2 showed a significant difference in the equine groups levels of wellbeing, assertiveness, classroom anxiety, nonverbal communications, and compassion towards others compared to the control. Findings suggest EAA is psychologically beneficial to adolescences.
Author keywords: Equine-assisted activities, psychological benefits, early school leavers, wellbeing, assertiveness, nonverbal communication, classroom anxiety, compassion towards others.
