Connection and stories as a model for empowering communities
In this post, Karina Harback shows why “Inspire Connections” offers more than just time with horses—it’s a striking example of what becomes possible when communities are empowered to respond creatively to children’s needs. Partly funded by Communities for Children in Southern Tasmania, this equine-facilitated learning program shows how intelligent support can unlock locally driven, strengths-based initiatives. As a teacher and Equine Facilitated Learning Practitioner, Karina continually adapts the program to create a responsive, safe, and relational space where students develop emotional regulation, self-awareness, and confidence—skills often out of reach in traditional classrooms. At its heart, this is a story about what happens when community, care, and connection come together - and why enabling place-based responses is key to supporting all children to thrive.
In Southern Tasmania, out in the elements, encircled by gum trees, surrounded by nature and furry four-legged friends, children are supported to practise skills for learning with the help of horses and facilitators at Inspire Connections. In this unique space, students participate in a powerful, non-judgemental, in-the-moment learning experience as they get to know horses and get to know themselves, building connections and experiencing success.
Working alongside horses, with an embedded Safety Framework (based on Groundwork Therapy Safety Scaffolding) and including The Invitational Approach (Barbara Rector), students can access opportunities for learning that they may not be able to reach in the typical four walls of a classroom. The development of crucial connections that strengthen pathways for learning, build skills for self-awareness and emotional regulation while supporting engagement with choice and voice are key components. With all my years of experience as a Primary School Teacher and Equine Facilitated Learning Practitioner at Inspire Connections, I believe that this work provides a different way for young people who desperately need something different. The work we do is so much more than just spending time with horses – it’s building skills for a better future.
Building capability into communities
Inspire Connections is partly supported by Communities for Children, a DSS-funded strategy targeting disadvantaged children through building individual and systems capabilities that, in turn, support healthy communities. In Southern Tasmania, under the auspices of the Salvation Army, Communities for Children works to connect and empower service providers so that they can evolve and show how their work is affecting lives and growing stronger communities. Inspire Connections is one example of a community partner working directly with children who may otherwise miss out on much needed opportunities to learn the skills and strategies they need to build their capacity for learning.
A visit to Inspire Connections Equine Facilitated Learning program includes observing the horses, noticing things about them and getting to know their different personalities. Velvet is the boss of the herd, a 17-year-old Friesian cross mare who has incredible wisdom and an ability to connect with people where they are at. For the participants working with Velvet, it’s an experience that is quite unique.
A recent experience comes to mind of a young person participating in the program who had previously found it difficult to be still and regulate emotion. They chose to connect and interact with Velvet. From the outside looking in, it appeared that both the young person and Velvet were in their own bubble - the young person gently stroking her neck while Velvet stood completely still with relaxed, calm body language which is not always the case for the leader of the herd. The educators familiar with this student noticed an appearance of stillness, peace and deep connection that they had not observed in this student before. The experience was also observed by the other program participants, two of whom approached the interaction, requesting to join Velvet in her bubble after noticing and feeling its special nature. Velvet, however, had other opinions. She displayed different body language as the other students began to enter the area making it quite clear she had chosen the student who had chosen her. Accepting of Velvet’s choice, the two students decided to engage with other ponies and the interaction between Velvet and the student continued.
Need is greater than ever
My twenty-five years of classroom experience gives me first-hand knowledge of the need for this work. I have seen a huge increase in diverse needs amongst the students in classes that a typical classroom struggles to cater for. There used to be one to two of these students in a class but now we are seeing many more who are needing additional supports. In response to this, my mission is to offer unique opportunities that provide alternative, effective ways for children to develop the skills they need for learning.
The big story is the massive impact on students and their opportunities for the future. We know that before children can learn they need to feel safe, accepted and have connection. This allows them to build the neural pathways to be able to learn. This is why working with horses in this intentionally scaffolded way makes sense and works. Demand is growing as schools and parents recognise the short and long-term benefits the program brings.
What is the magic?
They can see things in themselves that they might not get to see at school, those positive, important things. It gives you goosebumps and melts your heart.
It’s about the safety framework that underpins the way we work with horses and people. The invitational approach is crucial for building the skills needed for learning. For me, success looks like engagement and learning, and this presents very differently for each individual - often a complete adjustment in behaviour from a student who usually struggles to participate in the classroom. Teachers are telling me that these students are behaving and interacting so positively and differently in this environment, when they normally disrupt classrooms and have meltdowns. We know that experiences like these can make a real difference in children’s lives.
We have a simple shorthand theory of change for our work:
Kids + horses = magic
Moderator: Megan Lang