The overall aim of the present study was to examine the impact of an Equine Facilitated Learning Programme on the social and emotional well-being of young people affected by educational inequality. A mixed methods design was used, with a longitudinal quantitative element employed to examine changes over time in key variables, and qualitative methods used to explore experiences of the programme. Dependent measures included the Strengths and Difficulties Questionnaire (SDQ), The Piers Harris Self Concept Scale (PH) and the Youth at Risk Programme Evaluation Tool (Yar-Pet). Participants were 88 young people (male = 62, female = 26) aged between 8 and 18 years with an average age of 13 years of age (SD = 2.20), along with their parents and teachers. Quantitative data were collected over three time points. The second time point included interviews with the young people, their parents and teachers selected from those who had participated in the quantitative data collection at time one and time two. Retention of participants was high in the young people group (72%), but lower in the parent (54%) and teacher (59%) groups. Quantitative and qualitative data were initially analysed using One-Way and Two-Way repeated measures ANOVA and thematic analysis respectively. Patterns were then identified from both data sets to highlight evidence of convergence and divergence of findings. Significant differences from the One-Way repeated measures ANOVA were observed in several measures including the Strengths and Difficulties Parents Total Difficulties and Peer Problems; Teachers Prosocial and Strengths and Difficulties Questionnaire Impact Supplement; Youth At Risk – Programme Evaluation Tool Young Persons and Teachers total score; Youth At Risk – Programme Evaluation Tool Teachers Personal and Social Objectives; and the Piers-Harris Children’s Self-Concept Scale Total score, Physical Appearance, Freedom from Anxiety and Popularity sub-scales. Two-Way repeated measures ANOVA for young people in the clinical and non-clinical range reported significant findings for participants who were in the clinical range, based on self- reporting (Strengths and Difficulties Questionnaire Total Difficulties). Overall, integration of the data suggest that positive changes in the young peoples’ self-awareness and relational skills, as two of the five social and emotional competencies used as part of this study, is likely to be associated with participation in the Equine Facilitated Learning Programme. The use of multiple informants in a mixed methods approach was found to be especially insightful as it provided a deeper understanding of the benefits of the EFP beyond the objectives of the study, including the sense of calmness experience by the young people after the EFP sessions, how the EFP encouraged the young people to develop their resilience levels during sessions and suggestions about how the programme can help generalise the young peoples’ learning across the family and school setting. A review of the theoretical frameworks indicate that Social Cognitive Theory combined with Biophilia Hypothesis provide an improved understanding of how EFPs may be effective in promoting social and emotional well-being. As this is one of the few studies which has used a mixed methods approach these findings hold significant potential for the future development of EFPs as alternative intervention for young people with social and emotional difficulties.