Tradition, innovation, and the growing movement to make horse riding accessible
It started with a familiar late-night habit. The kind many people recognize. Scrolling through short videos after a long day, watching strangers share pieces of their lives, their projects, their dreams. For Chloe Tinson, those quiet moments sparked a question that would soon grow into something far bigger.
What if social media could be used not just for entertainment or personal income, but to give something back?
At Barnwell Equestrian Centre in Cornwall, a family-run riding school approved by both the British Horse Society and the Association of British Riding Schools, that question has turned into action. By sharing everyday life at the yard online, Chloe is raising money to fund free riding lessons and, in doing so, reimagining what accessibility in equestrian sport can look like in the modern age.
Riding schools in cultural tradition
For generations, riding schools have been gateways into the horse world. They are where curiosity turns into confidence, where first rides become lifelong passions. In rural and urban communities alike, they have traditionally played a social role, passing down horsemanship, respect for animals, and shared knowledge.
Culturally, horses have long been associated with freedom, confidence, and personal growth. Learning to ride has often been seen as a privilege, shaped by geography, family background, and financial means. This perception has created an unspoken divide between those who can access horses easily and those who cannot.
Chloe’s project challenges that divide, not by abandoning tradition, but by blending it with modern tools.
The modern pressures on riding schools
From a scientific and economic perspective, riding schools operate in a delicate balance. Costs related to feed, staffing, veterinary care, insurance, and facility maintenance have risen steadily. Research into equestrian business sustainability shows that many riding schools struggle to lower lesson prices without compromising welfare standards.
This reality has led to a decline in riding school numbers across the UK, reducing opportunities for newcomers. At the same time, studies in human–animal interaction continue to highlight the benefits of contact with horses, including improved confidence, emotional regulation, and overall wellbeing.
The challenge is clear. Demand for accessible riding experiences exists, but traditional funding models often fall short.
A new idea shaped by digital culture
After completing her British Horse Society business manager’s exam, Chloe began looking for a project that felt meaningful. Instead of focusing on personal financial gain, she turned her attention outward.
Social media, often criticized for distraction, offered a surprising solution. Platforms like TikTok, Instagram, and YouTube have created new ways for individuals and small businesses to generate income through storytelling, education, and community engagement.
Chloe recognized that people around the world are drawn to authentic content. Daily life at a riding school, the personalities of horses, and the realities of yard work are compelling precisely because they are real.
Building a community beyond borders
Starting with her existing personal accounts, Chloe began sharing videos from Barnwell Equestrian Centre. The response exceeded expectations. Within days, her TikTok following grew enough to meet monetisation requirements. Within weeks, her audience expanded across continents.
From a communication science perspective, this rapid growth reflects the power of relatability. Content that feels genuine encourages viewers to invest emotionally, even if they live thousands of miles away.
Unlike traditional funding models that rely on local grants or donations, social media allows communities to form organically. Viewers become supporters not because they were asked directly, but because they connect with the story.
Turning views into opportunity
In just five weeks, Chloe’s online presence generated around £750. While modest compared to large-scale fundraising campaigns, this income came from time she chose to spend sharing her work rather than formal fundraising.
Her goal is clear. Use this income to fund riding opportunities for people who might never otherwise sit on a horse. Starting small, she plans to offer individual sessions and, eventually, short blocks of lessons that allow riders to progress with confidence.
This approach aligns with educational research, which shows that consistent exposure over several sessions leads to better skill development and stronger emotional connection than one-off experiences.
Making riding more accessible
Accessibility in sport is often discussed in terms of facilities or equipment. In equestrianism, cost remains one of the most significant barriers.
Chloe’s project addresses this directly. Rather than lowering prices across the board, which could threaten sustainability, she is creating a parallel funding stream. Social media income supports specific riders, while the riding school continues to operate responsibly.
From a business science perspective, this model diversifies income and reduces reliance on a single source. It also strengthens public engagement, making the riding school visible to a wider audience.
Mental wellbeing and horses
Chloe has spoken openly about the impact horses can have on mental wellbeing. This belief is supported by growing scientific research. Studies in equine-assisted activities suggest that time spent with horses can support emotional regulation, reduce stress, and improve self-confidence.
For individuals who may never have considered riding accessible, even a single positive experience can be transformative. By focusing on introductory sessions, Chloe is creating entry points rather than long-term financial commitments.
This reflects a broader cultural shift toward inclusivity and early exposure in sports and recreational activities.
Industry support and recognition
The project has drawn attention from across the equestrian world. British Showjumping and the BBC have expressed interest, and the British Horse Society has publicly praised the initiative.
From an industry standpoint, this recognition matters. When established organizations support innovative models, it signals openness to change and encourages others to think creatively.
The British Horse Society has emphasized the importance of making equestrian spaces welcoming to people of all backgrounds. Chloe’s work offers a practical example of how this principle can be applied without compromising welfare or professionalism.
The science of online engagement
Why does this kind of content resonate so strongly? Research into digital engagement suggests that viewers are drawn to narratives with purpose. When content demonstrates clear values and tangible outcomes, audiences are more likely to support it.
Chloe’s videos do not promise spectacle. They show daily routines, small successes, and ongoing goals. This transparency builds trust, which is essential in digital communities.
Trust, in turn, encourages sustained engagement rather than fleeting interest.
Challenges and realistic expectations
While the project is inspiring, Chloe remains realistic. She acknowledges that it cannot serve everyone at once. Application forms, clear criteria, and gradual expansion help manage expectations and ensure fairness.
From an operational perspective, this measured approach protects both riders and horses. Riding schools must balance enthusiasm with capacity, ensuring that welfare standards remain high.
By growing slowly, the project remains sustainable rather than overwhelming.
Tradition meets innovation
What makes this story compelling is not just the use of social media, but how seamlessly it integrates with traditional horsemanship values. Respect for horses, commitment to safety, and quality instruction remain central.
Culturally, this blend reflects a wider pattern. Many heritage-based activities are finding new life through digital platforms. Social media becomes a tool, not a replacement, for established practices.
In this case, it allows a rural riding school to participate in a global conversation about access, wellbeing, and community.
Looking ahead
Chloe sees potential far beyond her initial goals. As her audience grows, so does the possibility of funding more lessons, supporting more riders, and inspiring similar initiatives elsewhere.
From a sociological perspective, this kind of grassroots innovation often spreads through example rather than instruction. Other riding schools may observe the model and adapt it to their own circumstances.
The result could be a network of small, locally grounded projects supported by global communities.
A reflection on curiosity and progress
Human curiosity has always driven change. It leads people to ask what is possible, what could be improved, and how tradition can evolve without losing its core values.
This project began with a simple question asked during a quiet moment of scrolling. It grew because that curiosity was paired with action, care, and a willingness to experiment responsibly.
By combining digital tools with centuries-old horsemanship, Chloe’s work reminds us that progress does not require abandoning the past. Sometimes, it simply requires looking at familiar things through a new lens.
In opening riding school gates a little wider, this initiative reflects a hopeful idea. That with creativity, community, and commitment, even long-standing barriers can begin to shift.
Sources
Horse & Hound, “‘The possibilities are endless’: riding school uses power of social media to fund free lessons,” by Eleanor Jones, www.horseandhound.co.uk
British Horse Society, Business Support and Accessibility Initiatives
International Society for Equitation Science, Research on Rider Development and Welfare
UK Coaching, Inclusion and Access in Sport