The use of therapy dogs in schools may improve children鈥檚 mental health, encourage enthusiasm about learning and help them fit in better with their peers, according to feedback from education professionals.
鈥淭he introduction of animals [into classrooms] may serve as a practical solution for addressing the growing mental health crisis in childhood and adolescence,鈥� says at Monash University in Melbourne, Australia.
Many students struggle with learning, behavioural or emotional difficulties at school and some experience bullying by classmates. These issues can have a serious negative impact on children鈥檚 well-being, as well as dramatic long-term consequences, says Baird, with many such students going on to experience mental illness, substance abuse, social isolation, other psychological issues and job insecurity.
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Because these students tend to disengage from school, they often gain little benefit from standard interventions like psychological support, anti-bullying programmes and suicide prevention campaigns. Bringing therapy dogs into classrooms may offer a good alternative option, says Baird.
He and his colleagues asked 118 teachers, principals, school mental health professionals and related experts to complete a survey, mainly about the dogs鈥� effects on students鈥� mental health. All of the respondents had prior experience with therapy dogs in classrooms with age groups ranging from 5 to 18 years old.
The research found that educators generally considered the dogs鈥� presence beneficial in a variety of circumstances. For example, some participants reported that the dogs motivate students to interact with their peers, develop friendships and learn social norms, as well as helping them learn to regulate their emotions by remaining calm.聽Children with reading difficulties gain confidence by reading out loud to dogs, whom they trust to not judge them. 鈥淏eing with a dog is a major incentive to engage,鈥� says Baird.
As 鈥渘on-judgemental companions鈥�, therapy dogs can also help overcome certain effects of bullying 鈥� one of the most common traumatic events in childhood, with ongoing consequences into adulthood, says Baird. 鈥淲hen they feel judged constantly by their peers, [bullied students can benefit from] having a friend in an animal who does not hold who they are against them.鈥�
at Ball State University in Indiana, who wasn鈥檛 involved with the study, says she appreciates the broad scope of the survey participants鈥� different experiences with therapy dogs in educational settings 鈥� which confirm earlier findings about the advantages of such programmes. 鈥淸We see that the dogs] benefit the students emotionally, especially helping them improve their confidence and their motivation.鈥�
Even so, it is important to consider the welfare of the dogs themselves, she says. As Baird mentions in his paper, providing a quiet break-time area for the dogs and instructing students about positive ways to touch and interact with them is vital. This not only prevents stress for the animals, but also creates 鈥渁 nice teachable moment鈥� for the students, says Bassette.
Journal of Veterinary Behavior
