27/01/2026
Brilliant article about teaching those with anxiety, dyslexia and/or ADHD. ❤️
Teaching Riders with ADHD, Anxiety, and Learning Differences: What Actually Works
Let’s talk about something that’s becoming more and more common in lesson programs: Students with ADHD, anxiety, dyslexia, sensory processing issues, and other learning differences.
Traditional teaching methods don’t always work for these riders. The “just focus” approach? Doesn’t help a kid with ADHD.
The “don’t be nervous” pep talk? Makes the anxious rider MORE anxious.
Long verbal explanations? Lost on the student with auditory processing issues.
So what do we do? As instructors, we have two choices:
1. Stick to our standard teaching methods and watch these students struggle (and eventually quit)
2. Adapt our approach to meet them where they are
Option 2 makes us better instructors for ALL students and not just the ones with diagnosed differences.
TEACHING RIDERS WITH ADHD
What ADHD looks like in riding lessons:
∙ Can’t focus on instructions for more than 30 seconds
∙ Forgets directions immediately after you give them
∙ Distracted by EVERYTHING (other horses, sounds, people)
∙ Impulsive decisions (suddenly decides to canter when you said trot)
∙ Struggles with multi-step instructions
∙ Hyperfocuses on the “fun” parts, zones out during “boring” fundamentals
What DOESN’T work:
- “Pay attention!”
- Long explanations
- Punishing lack of focus
- Repetitive drills without variety
What DOES work:
✅ SHORT, clear instructions - One thing at a time. “Heels down” not “Keep your heels down, shoulders back, eyes up, and hands steady.”
✅ Frequent changes of activity - Switch exercises every 5-10 minutes. ADHD brains crave novelty.
✅ Visual cues - Show them, don’t just tell them. Demonstrate frequently.
✅ Make it a game - Gamify everything. Competition and challenge hold ADHD attention better than drills.
✅ Use their hyperfocus - When they’re locked in on something they love (jumping, barrels, etc.), USE that as motivation. “Master this flatwork skill and we’ll jump at the end.”
✅ External reminders - “Every time you pass this cone, check your heels.” Gives them a trigger to remember.
✅ Positive reinforcement - Catch them doing it RIGHT and praise immediately. ADHD brains respond better to rewards than consequences.
TEACHING ANXIOUS RIDERS
What anxiety looks like in riding lessons:
∙ Tense body (gripping, stiff hands, holding breath)
∙ Catastrophic thinking (“What if I fall? What if the horse bolts?”)
∙ Avoids challenges or new things
∙ Needs constant reassurance
∙ Overthinks everything
∙ Physical symptoms (shaking, nausea, panic)
What DOESN’T work:
- “Just relax!”
- “Don’t be scared, you’re fine!”
- Pushing them into scary situations without preparation
- Comparing them to braver riders
- Minimizing their fear
What DOES work:
✅ Validate their feelings - “I can see you’re nervous. That’s okay. Let’s work through this together.”
✅ Break things down into TINY steps
✅ Give them control - “You tell me when you’re ready to try.” Taking away choice increases anxiety.
✅ Teach breathing techniques - Before mounting: “Take 3 deep breaths with me.”
✅ Celebrate small wins - “You just cantered 3 strides! That’s progress!” Anxiety makes them discount their achievements.
✅ Emergency exit plan - “If you feel panicky, we can stop and walk. You’re in control.” Knowing they CAN stop often means they don’t need to.
✅ Visualization before riding - “Close your eyes. Picture yourself cantering smoothly. What does that feel like?” Primes their brain for success.
TEACHING RIDERS WITH DYSLEXIA/PROCESSING ISSUES
What it looks like in riding lessons:
∙ Struggles with left vs. right
∙ Confuses diagonal terminology
∙ Can’t remember sequences
∙ Difficulty following verbal instructions quickly
∙ Mixes up “trot” and “walk” commands
What DOESN’T work:
- Rapid-fire verbal instructions
- Expecting them to remember complex patterns
- Getting frustrated when they go the wrong direction
What DOES work:
✅ Color-code directions - “Red cone = right turn, blue cone = left turn”
✅ Use landmarks - “Turn at the mounting block” instead of “turn left at E”
✅ Show, don’t just tell - Demonstrate the pattern, let them watch first
✅ Give them time to process - Pause after instructions. Let it sink in.
✅ Write it down - Pattern on paper they can reference
✅ Use hand signals - Point the direction along with verbal cue
✅ Repetition without judgment - They’ll need to hear it multiple times. That’s okay.
GENERAL ADAPTATIONS THAT HELP EVERYONE
These strategies work for neurodivergent riders AND neurotypical riders:
✅ Multi-sensory teaching - Visual + auditory + kinesthetic = better learning for ALL brains
✅ Break tasks into smaller steps - Everyone learns better in chunks
✅ Positive reinforcement - Catch them doing it right, not just correcting mistakes
✅ Flexibility - Some days are harder than others. Adapt your plan.
✅ Clear expectations - Tell them what success looks like
✅ Patience - Progress isn’t linear for anyone
✅ Individualized approach - No two students learn the same way
THE TRUTH ABOUT TEACHING NEURODIVERGENT RIDERS
These riders often:
∙ Form incredibly deep bonds with horses
∙ Notice details others miss
∙ Bring unique perspectives
∙ Teach us to be better, more creative instructors
∙ Thrive when given the right support
Horses don’t care if you have ADHD, anxiety, autism, or dyslexia. They care if you’re kind, patient, and present. Many neurodivergent riders ARE those things - deeply
MY CHALLENGE TO YOU:
Pick ONE adaptation from this list and try it this week… even with your neurotypical students.
I bet you’ll find it works for EVERYONE. Teaching methods that work for neurodivergent brains often work BETTER for all brains.
Visual demonstrations? Everyone learns faster.
Breaking tasks into steps? Everyone progresses more smoothly.
When we adapt for the students who need it most, we improve our teaching for ALL students.
That’s not accommodation. That’s just good teaching. 🐴💙
P.S AN IMPORTANT NOTE: KNOW YOUR LIMITS
Here’s something we don’t say enough in this industry: not every instructor is equipped to teach every type of student and that’s OKAY.
If you genuinely don’t have the patience, skills, or emotional capacity to work with highly anxious riders, students with severe ADHD, or riders with significant learning differences… that doesn’t make you a bad instructor but it does mean you have a responsibility to be honest about it.
The right thing to do:
✅ Recognize your limitations - “I don’t have the training or patience to support this student effectively.”
✅ Refer them to someone who CAN - “I think you’d do better with [instructor name] who specializes in anxious riders.”
✅ Be honest but kind - “I don’t think I’m the best fit for what [student] needs right now.”
✅ Don’t fake it - Taking on students you can’t serve well helps no one. Not them, not you, not the horse.
It’s better to refer them to the RIGHT instructor than to be the WRONG instructor for them. Some instructors genuinely LOVE working with anxious riders… breakthroughs fulfill them.
Some instructors thrive with ADHD students as the creativity and energy keeps THEM engaged.
Find your strengths and teach to them. Refer out the rest. That’s not giving up. That’s being professional and putting the student’s needs first.
You don’t have to be great at teaching EVERY type of rider. You just have to be honest about which riders you CAN serve well - and connect the others with instructors who can!
