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Using Therapy Dogs in Schools: 8 Do’s and Don’ts

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Therapy dogs aren’t a new concept, but schools are using them in new, creative ways to address urgent student needs.

As Education Week recently reported, educators have turned to school therapy dogs to help students deal with stress, process mental health concerns, and boost academic engagement.

But starting a school therapy dog program involves more than stationing a puppy in a classroom, experienced handlers say. And the process can be a bit complicated to navigate for a principal, counselor, or teacher who is just starting out.

Here are a few dos and don’ts from educators who’ve been there.

Don’t focus on dog breeds

There’s a misconception that only certain breeds make good therapy dogs, said Helen Holmquist-Johnson, the director of Human-Animal Bond in Colorado, a research center at Colorado State University that helps train and screen volunteer handlers to work in schools in the region.

“I think therapy work is breed-inclusive,” she said. “We work with a number of dogs you might not immediately think of as a therapy dog.”

In Loveland, Colo., for example, handlers bring many kinds of dogs to school—everything from a tiny chihuahua to a giant Bernese mountain dog.

School Therapy Dogs

Holmquist-Johnson has also seen plenty of mixed breeds adopted from animal shelters thrive in therapy dog work. That includes blind dogs, dogs with three legs, and dogs who faced neglect earlier in life. Sometimes students connect with dogs’ stories, making the bond more meaningful, she said.

“It’s really quite a transformative story when that happens,” she said.

Do focus on dog temperament

The most important thing in selecting a therapy dog is finding an animal that loves people, Holmquist-Johnson said.

Dogs should feel comfortable interacting with a variety of students and adults. They should also be engaging and friendly with people who may be shy or less comfortable around dogs, handlers told Education Week.

Once a dog is on the job, schools should ensure that they have plenty of breaks so they don’t feel overwhelmed in a high-sensory environment, said Jennifer VonLintel, a school counselor at B.F. Kitchen Elementary School in Loveland. Her therapy dog, a cavalier King Charles spaniel mix named Toby, only comes to school one day a week to ensure he has the energy to be present with students.

Don’t bring a therapy dog into a school without creating goals

A school therapy dog is not just a classroom pet, handlers said. They should have specific purposes within a school.

In the last few decades, educators have worked to directly involve dogs in therapies for students with disabilities. For example, a student may strengthen fine motor skills by pulling beads off of a dog’s soft coat. Or a student who has difficulty perceiving peers’ relational cues may practice recognizing the signs that a dog is relaxed and content.

Dogs also serve as walking behavior incentives, handlers said. Some schools include rules for interacting with dogs—like how to greet them and how to respect their boundaries—in their schoolwide behavior expectations. Playtime with a dog, like a game of fetch, can also serve as a reward for improved behavior.

Do designate a handler to monitor each dog’s interactions with students

On-site therapy dogs may be familiar to the entire student population, but every animal should have one consistent adult handler, VonLintel.

Handlers are trained to interpret dogs’ body language, recognize when they need a break, and get the most out of their interactions with students, she said. Passing a dog from teacher-to-teacher is less effective and can be less safe if some of those adults are less familiar with its training and physical cues.

Don’t assume your school needs its own dog

Schools don’t necessarily need to train and manage their own dog on-site, VonLintel said.

Educators with trained volunteer handlers who bring in their own dogs and manage things like training, certification, and insurance.

Schools can contact local volunteer handler groups or consult organizations like Pet Partners or the American Kennel Club to locate teams.

Do find a great training program

School dogs should be trained through a specialized therapy dog program that exposes them to a variety of people and unfamiliar situations.

They should be comfortable around wheelchairs and other mobility devices, and they should know how to respond quickly and consistently to their handler, trainers said.

Don’t ignore student limits

Schools should consult with parents and educators to be aware of students who have allergies or aversions to dogs, avoiding specific classrooms or situations where furry friends may not be welcome, the experts said.

Administrators should also be aware of any assistance dogs or guide dogs used by students with disabilities and ensure it will be safe and non-disruptive to have the animals in the same room, they said.

Do get insurance coverage for school therapy dogs

Insurance for therapy dogs covers the cost of liability if the animals injure a person. If a therapy dog is managed by the school or one of its employees, that insurance may come through a professional organization, like a school social workers organization, through the school’s existing insurance plan, through a handler’s homeowner’s insurance, or through a supplemental plan, depending on various state and local laws.

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Therapy dogs in schools: what exactly do they do?

Pencils, desks, chalkboards... paws? Everyone knows US education is an ever-evolving beast. But few developments have been more surprising — or more cuddly — than canine counselors taking American classrooms by storm.

What Are School Therapy Dogs?

Qualities of a good school therapy dog, therapy dog training schools, how do school therapy dogs help kids, how manypets insurance + wellness can help.

Dogs possess a unique ability to offer comfort, alleviate stress, and keep students compassionately engaged with their environment. Therapy dogs create an atmosphere of engagement, social interaction, and emotional support .

But who actually supplies these pups to schools around the nation? Indeed, you might be wondering, “Can MY dog be a school therapy dog?”

Maybe! And if so, your four-legged friend might play a pivotal role in shaping the well-being and educational experience of numerous students.

Let’s dive in.

School therapy dogs are specially trained canines that work alongside educators and students to create a positive and supportive learning environment. It’s their job to help alleviate stress, offer emotional comfort, and promote a sense of security among students. 

Sure, guidance counselors have their roles too, but they tend to be far less adorable.

School therapy dog programs trace their roots back to the broader field of animal-assisted therapy . As early as the 1960s, pioneers like Boris Levinson and Konrad Lorenz began recognizing the profundity of the human-animal bond, and began incorporating animals into therapeutic settings. And by the 1990s, some educators were starting to introduce dogs to school programs.

Took them long enough!

As the years have passed, research has demonstrated that school therapy dogs can reduce stress, boost academic engagement, and improve student attitudes about learning. Interestingly enough, higher education has been especially enthusiastic: More than 60 percent of colleges currently have a pet therapy program.

But the K-12 crowd has also gotten the message, as the practice has gained widespread acceptance and recognition across the country, and among students of all ages. So how can you participate in these powerful programs?

Before you even think about registering your pup as a therapy dog, you need to run through a checklist of specific qualities that can help you determine whether they’re suitable for the role.

Calm Temperament

School therapy dogs must be calm, gentle, and patient, as they’ll need to interact with a diverse range of students, each with unique needs and tendencies. Dogs who naturally gravitate toward human affection — and who don’t get overwhelmed or feisty when surrounded or touched by multiple people at once — are likeliest to thrive. They should exude a sense of relaxation and self-control, which will hopefully be infectious.

Properly Socialized

Your dog should be well-socialized , which usually means they’ve been exposed to lots of different people (including children) since puppyhood. They should be calm in the face of crowds and changing environments. A poorly socialized pup won’t foster a sense of safety or trust among students.

Obedient and Responsive

School therapy programs need dogs with good manners. This means they don’t jump, lunge, or bark excessively . They should also be able to respond promptly and reliably to commands , which will ensure their interactions are both enriching and controlled.

Low-Shedding Coats

Schools love it when dogs have hypoallergenic coats, or at least low-shedding ones. School custodians prefer classrooms that aren’t covered with hair. But perhaps more importantly, a low-shedding dog alleviates allergy concerns. It also protects against hair-covered clothing — a very stressful prospect for any student in school. To put this more simply, low-shedding dogs create a more inclusive, comfortable, and interactive environment for students and educators. No matter how hypoallergenic your dog is, good grooming is crucial to positive student engagement.

Keep in mind that this is just a basic checklist. Before your dog can be considered for a school therapy program, they’ll need to be prepared.

Before your dog can become a valued member of a school therapy dog program, they’ll need to undergo a therapy-specific training program. A number of different accredited animal therapy organizations can help dogs get up to speed, including:

The Bright and Beautiful Therapy Dogs

Love on a Leash

Pet Partners (formerly Delta Society)

Alliance of Therapy Dogs (formerly Therapy Dogs Incorporated)

Some programs and organizations may have specific requirements for dogs who enter school settings. As just one example, the non-profit org New York Therapy Animals requires a 7-week training program before therapy dogs can be considered for schools. 

Training will encompass things like behavior, obedience, socialization, and stress-management, all of which contribute to your dog's effectiveness in supporting students.

You’ll also need to provide the school with any relevant health screenings, vaccination records, or other documents they request.

So what actually happens in school therapy dog sessions?

It varies. Generally, a trained therapy dog, accompanied by a handler, will engage with students in a controlled and supportive environment. Whether it’s gentle petting or simply serving as a reassuring presence, therapy dogs provide emotional comfort and enhance school engagement.

In some cases, a dog may accompany students while they do something specific, like reading. This can help students learn to feel more comfortable with an academic task that usually fills them with stress or anxiety.

Research has shown that school therapy dogs can reduce the stress hormone cortisol and boost academic focus. In the process, they relieve anxiety and heighten students’ motivation to participate in learning activities. In one study , a group of elementary-aged students with emotional and behavioral disabilities didn’t gain the confidence to read out loud until therapy dogs were present!

And is any of this all that surprising? Dogs are renowned stress relievers. And ask yourself: If your school had let you indulge in regularly-scheduled dog-a-thons, wouldn’t your affection for all things scholastic have surged?

Keep in mind that, as a therapy dog handler, you’ll be responsible for ensuring the safety of any participating students and educators. At the outset, you’ll need to verbally convey clear guidelines for all human-canine interactions.

Make sure your students engage in appropriate behavior, like speaking softly, approaching calmly, and touching gently. As the dog’s handler, there’s a good chance you’ll need to step in from time to time if you observe students ignoring your instructions.

Establishing and enforcing these guidelines not only keeps students safe, but it also sets the stage for respectful and enjoyable interactions.

Challenges of Therapy Dogs in Schools

Some school therapy programs are better-organized than others. A well-structured therapy program should involve regularly scheduled visits . These visits create anticipation among students and provide them with a sense of stability and consistency. They can even be tailored to address very specific goals, like promoting social-emotional learning or reading skills.

Research has found that well-structured animal therapy programs are FAR more beneficial to students than poorly-structured ones. If the program you’re involved in is a well-oiled machine, wonderful! But if it’s not, you may see relatively limited results, which can be frustrating. Just do your best.

You’ll also deal with some immediate, practical challenges, like student allergies. (Learn all the students’ allergies ahead of time, and keep your dog well groomed!) 

You’ll also need to learn how to manage a wide variety of potential interactions with students, some of whom may be struggling with emotional challenges and may not be adept at properly interacting with a dog. Firmly navigate away from improper interactions, but don’t become angry.

Finally, remember that this is no casual volunteer gig. From training to in-school sessions, handling a school therapy dog is a major time commitment.

Actually, it’s possible to volunteer your dog to a therapy organization without actually being their handler. So if your pup radiates a therapeutic presence but you have constraints on your time, contact a therapy organization and see if they’d like to pair your dog with a handler.

Benefits of Therapy Dogs in Schools

The benefits are fairly straightforward.

Volunteering your dog for a school therapy program is immensely beneficial to students. In some cases, these are children who have struggled to overcome academic or emotional challenges through other types of programs. You’ll be helping them. That’s incredibly gratifying.

And if you’ve read this far, what’s stopping you?

Simply put, your dog won’t be allowed through the doors of any school until they’re up-to-date on their vaccinations. Many programs will also require a health-check certification from your veterinarian.

The ManyPets Wellness Plan can help reimburse you for preventative care, including vaccinations and wellness exams. The ManyPets Wellness Plan is not an insurance product but rather an optional reimbursement plan that you may purchase in addition to insurance.

It’s a perfect complement to the ManyPets dog insurance policy, which can reimburse you for veterinary care related to an accident or illness.

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David Teich

David oversees content strategy and development at ManyPets. As Lead Editor, he focuses on delivering accurate information related to pet care and insurance. David’s editorial background spans more than a decade, including a pivotal role at Digiday, where he wrote content and managed relationships with media and tech companies. As an Associate Editor at Cynopsis Media, David wrote the Cynopsis Digital newsletter and interviewed executives and digital marketing experts in the TV industry. His background also includes film journalism. His diverse experiences in journalism and marketing underpins his role in shaping content within the pet care industry.

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Pet Partners and The Pet Care Trust: Dogs in the Classroom Program

Pet Partners has long supported the benefits of animal-assisted interventions for students and in classrooms. We’re always seeking opportunities to bring these benefits to more classrooms and provide more students with the effects of the human-animal bond.

In October 2021, we partnered with The Pet Care Trust , a nonprofit organization whose mission is to enhance students’ educational and personal development through interaction with pets in their classrooms, in launching the Dogs in the Classroom program.

The pilot program will provide interactions with registered therapy dog teams in approximately 100 classrooms in select markets across the country, helping more students experience the benefits of the human-animal bond. The pilot, which is running through the 2021-22 school year, will allow the program to prepare for expansion to more classrooms in future school years.

How the Program Works

The Dogs in the Classroom program is designed to bring well-trained and thoroughly screened therapy animal teams to select schools in an effort to improve the health and well-being of students. The program is providing 100 teachers with therapy dog sessions throughout the 2021-22 school year.

Teachers who are interested in taking part in Dogs in the Classroom are encouraged to establish goals for their work with therapy animals. There are several areas to focus on in setting goals:

• Social/emotional goals – self-esteem, acceptance from others, stress reduction.
• Academic/cognitive goals – time with therapy animals can stimulate memory, focus, and problem solving.
• Structured interactions – special lesson plans, ranging from units on life science to teaching empathy, or reading programs.
• Informal interactions – allowing children the opportunity to express themselves to the team and pet the therapy animal without specific learning objectives.

Teachers should also develop policies and procedures for the therapy dog team visits. These visits are voluntary activities, so students and families should have a way to opt out of the visits, and teachers need to be prepared to address concerns about allergies and fear or dislike of interacting with dogs, as well as questions about potential infection or injury concerns. Teachers should also make a plan for logistical needs, such as informing students and families about therapy dog visits, as well as how the therapy dog team will enter and exit the building for visits and where the dog can go for bio-breaks.

Once matched, teachers and therapy dog handlers should work together to prepare for visits. The handler can provide information to the teacher about Pet Partners requirements and policy, to help with any questions or concerns about safety. The teacher will need to provide logistical information to the handler, and it can be useful for the handler to make a visit to the school without their therapy dog to prepare and discuss any potential logistical concerns. And the teacher and handler can work collaboratively to plan interactions, based on the teacher’s goals for the therapy dog visits, as well as holding post-visit debrief sessions to fine-tune visits and interactions.

More information about participating in the program is available on the Dogs in the Classroom Program Information page .

Signing Up for the Program

As of February 2022, the Dogs in the Classroom program is being offered to Pre-K through 12th grade teachers in the following areas:

• AR – Little Rock
• AZ – Phoenix area, Tucson, Lake Havasu, Scottsdale, Yuma
• CA – Sacramento, San Francisco, San Jose, Los Angeles
• CO – Denver
• CT – Hartford, Stamford, New Haven, Bridgeport
• DC – Washington
• FL – Jacksonville
• GA – Atlanta
• IL – Chicago
• MA – Boston, Worcester
• MD – Baltimore, Annapolis
• MN – Minneapolis
• NC – Greensboro , Raleigh, Durham, Greenville, Ashville
• NH – Portsmouth
• NY – NYC metro, Syracuse, Poughkeepsie
• OH – Columbus, Akron, Cincinnati, Lima
• RI – Providence
• TN – Nashville area (Brentwood, Franklin, Hendersonville, Goodlettsville), Clarksville
• VA – Richmond, Roanoke, Arlington area, Leesburg
• WI – Milwaukee and Madison

And more areas will be added soon, so that more teachers will have opportunity to take part in this program.

Teachers in these areas who are interested in participating can apply on the Dogs in the Classroom website .

Pet Partners will manage the recruiting for therapy dog teams when requests are received through the program application. If you’re a Pet Partners therapy dog handler interested in this program, you don’t need to do anything—we’ll contact you if there’s a request for teams in your area.

The Benefits of Dogs in the Classroom

There are numerous benefits of the human animal bond. Here are some that are commonly cited as beneficial in school settings:

• Interactions with therapy animals improve social skills among peers, reduce stress and anxiety, and increase endorphins.
• Children experience better focus and confidence while learning with therapy animals present.
• Children who are learning to read are often shy or hesitant about their abilities. When reading to a therapy animal, research shows children feel at ease because animals are just there to listen—not to judge how well they are reading.

There is more detailed information about research on these benefits on the Dogs in the Classroom Research page .

For a high-level look at theories about the process of why animal-assisted interventions work, see our blog post .

Responses to the Program

As of February 2022, 54% of teachers who have signed up for Dogs in the Classroom have connected with a Pet Partners team and had a visit.

These teachers gave Pet Partners handlers 5 stars for scheduling and communication, and give the program overall a rating of 4.8 stars. This demonstrates that teachers are seeing positive developments from participating.

One teacher said, “My class loved the interaction with Buster and asked many questions about him. They really enjoyed the visit and can’t wait for the next one.”

Pet Partners is excited to be working with Pets in the Classroom on this pilot project and demonstrate how teachers can work with registered therapy dog teams to support their students through the human-animal bond. We look forward to the results of the pilot, and to expanding to more classrooms in the future.

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Therapy Dogs in Educational Settings: Guidelines and Recommendations for Implementation

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Therapy dogs in educational settings have gained increase traction in recent years. Despite its potential benefits and popularity, there remain concerns of perceived risks such as sanitation, allergies, and safety issues, as well as a lack of guidelines, regulations and support resources available to school staff. Research is further lacking into the implementation process of therapy dog programs in educational settings. To construct a set of recommendations for school staff to achieve successful implementation of a therapy dog program, the present study investigated the perceived facilitative and impeding factors when implementing a therapy dog program. A total of 13 school staff and 2 coordinators from therapy dog organisations took part in an open-ended online survey and/or a semi-structured interview over the phone, with the aim of gathering their perspectives of implementing a therapy dog program in schools. The thematic analysis of the data indicated facilitative factors such as program flexibility, whole-school support, the need for communication and training for all staff, as well as dog welfare. Successful implementation of therapy dogs in an education setting appear to revolve around (1) flexibility of the dog therapy program to target school's needs, (2) qualities of program instigator, (3) whole-school support, (4) communication, training and education, (5) considerations for dog's welfare. Key barriers identified included a high workload, lack of guidelines on processes, lack of support from the school community, as well as the need for better understanding of the role of a therapy dog. The results highlighted the importance of a whole-school effort when implementing a therapy dog program, as well as the need for guidelines for assessing school readiness, key factors for consideration, and strategies to overcome challenges associated with program implementation.

Introduction

Therapy dogs and therapy dog organisations.

Therapy dogs in educational settings have gained traction in recent times. Increasingly, dogs have provided therapeutic support in early education settings, primary and secondary schools, as well as university settings to support students' well-being, promote a sense of belonging in school, reduce stress and anxiety, and even facilitate learning ( 1 – 3 ). Across the globe, the incorporation of a therapy dog as part of a school programs and activities such as dog-assisted reading programs, has increased exponentially in prevalence. For example, therapy dog organisations in Australia which conduct dog-assisted reading programs now include Story Dogs which originated in New South Wales, Delta Classroom Canines™ from Victoria, and Special Human Animal Relationships in Education (S.H.A.R.E. Reading Dogs program) from Gold Coast. Story Dogs, for example, presently partners with 247 schools across Australia and works with over 2,100 children each week ( 1 , 4 ).

Several terms describe how dogs provide therapeutic benefit. A therapy dog refers to a dog trained to provide therapeutic benefit mainly through Animal-Assisted Therapy (AAT), Animal-Assisted Intervention (AAI), or Animal-Assisted Education (AAE) ( 2 ). AAI, Animal Assisted Interventions, is an umbrella term that encompasses AAT, AAE, Animal Assisted Activity (AAA) and Animal Assisted Counselling (AAC) ( 5 ). The dog themselves do not provide therapy, but rather how they are engaged and connected with in the program is what may be therapeutic. The authors use the term “therapy dog” to attempt to differentiate between trained dogs for a purpose vs. dogs that have not undertaken training or are not accredited dogs. Therapy dogs are not therapists. Work with a dog may be therapeutic or it may be an activity such coaching or assisted reading where the dog's role is to be present but not necessarily actively engaged.

Therapy dogs are first selected for their temperament and subsequently trained together with their handler, usually by therapy dog organisations, to be calm and obedient such that there are able to provide emotional support, comfort, and companionship to different individuals in various educational, health care, and community settings ( 2 ). In AAT, the therapy dog forms part of a professional therapeutic treatment with a professional to deliver a specialised expertise and practise based on the professional's profession ( 2 ). For example, assisting a psychologist to provide regular, structured, and tailored intervention for a client with mental health concerns. In AAA, the relationship is more casual and typically designed to achieve broader goals and handled by volunteers who may not have specific professional training to provide interventions ( 6 , 7 ). An example of a therapy dog being involved in AAI is providing general comfort and companionship to patients at a hospital or to students at a university before an examination. Lastly in AAE, the therapy dog is in an educational setting to facilitate in the learning and education of students, for example, through dog-assisted reading programs. Therapy dogs are distinctively different from service or guide dogs, with the latter trained for the purpose of meeting the specific needs of one individual in the long term. For example, a service dog assisting a child with epilepsy is specifically trained to identify signs of a seizure, or a guide dog supporting an individual who is visually impaired to be independent in daily functioning.

Impact of Therapy Dogs on Children's Well-Being and Learning

There is preliminary evidence which suggests that therapy dogs can enhance children's well-being in a variety of settings from schools, hospitals, airports, and courtrooms. Therapy dogs have been found to reduce physiological symptoms of stress through lowering cortisol levels ( 8 ), increasing positive emotions ( 1 , 9 – 13 ), promoting engagement in learning activities and positive attitudes toward learning ( 6 , 11 , 14 , 15 ), reducing negative behaviours like task avoidance and aggression in the classroom ( 16 – 19 ), as well as encouraging prosocial behaviours and acting as a “social catalyst” to facilitate social interactions with others ( 16 – 18 , 20 , 21 ).

In addition, there is evidence indicating an association between well-being and learning outcomes ( 22 – 25 ). Children with higher levels of well-being learn more effectively, have lower levels of absenteeism at school, better academic engagement, and also have more satisfying and successful peer relationships ( 24 , 25 ). There is also an association between children's well-being and reading outcomes ( 22 , 23 ). Research on therapy dogs involved in facilitating well-being and learning outcomes such as reading through dog-assisted reading programs have found some promising results, although there are methodological limitations in some studies. For example, challenges in associating improvements to the therapy dog vs. other factors such as the program or person implementing the program. Despite these limitations, a systematic literature review by Hall et al. ( 26 ) found that dog-assisted reading programs generally show promising results such as gains in reading skills (e.g., reading accuracy, oral reading fluency, comprehension), as well as more positive attitudes and improved behaviours toward reading. While further research is warranted, researchers have proposed that participation in a therapy dog program like dog-assisted programs can lead to improvements in emotional and behavioural processes (e.g., reduced anxiety, increased self-esteem, enhanced motivation and hence, overall well-being), which in turn can facilitate learning and contribute to gains in learning outcomes like reading ( 26 ).

Concerns, Risks, and Objections

Despite the potential benefits of a therapy dog program, there are several concerns and challenges which might arise from successfully introducing a therapy dog into a school context. Primary concerns by schools include legal implications and liability, allergy concerns, hygiene and sanitation concerns, safety concerns, cultural differences, fear of dogs, animal welfare, funding associated with animal maintenance and program implementation, as well as a lack of administrative support ( 2 , 27 – 32 ).

The most common objection for introducing a therapy dog into a school setting is sanitation concerns. There is a common perception that dogs can be potential carriers of diseases and infections which can then be transmitted to human beings ( 30 ). Allergies due to animal dander, the most common source of allergic reactions, as well as safety concerns around dog bites in children and perceptions of dogs being fierce, aggressive, or protective in nature, are also major deterrents to approving the incorporation of a therapy dog in schools ( 28 , 30 ). Some cultures also regard dogs as unsanitary ( 28 , 30 ). In addition, there are ethical issues surrounding animal welfare such as ensuring that the therapy dog's needs are met in the school setting, is safe, and is not overworked ( 33 ).

Another barrier to implementing therapy dogs and programs into schools is funding as well as a lack of administrative and staff support. There are substantial costs involving a therapy dog. In addition to the usual costs associated with owning a dog, the costs associated with annual veterinary check-ups, vaccinations, as well as therapy dog training can be quite substantial ( 32 ). Most therapy dog work is voluntary ( 32 ). In school settings, it is usually the school counsellor, psychologist, teacher or principal who acts as both the owner and handler of the school's therapy dog ( 32 ). The handler usually takes on additional duties associated with the therapy dog on top of their usual duties. It has been found that a high staff workload is a negative factor of therapy dog program implementation across multiple settings ( 34 , 35 ). Often, the handler is responsible to feed, water, walk, groom, and care for the dog, in addition to planning and running all aspects of the therapy dog program independently ( 36 ). A lack of knowledge as well as resistance amongst other staff due to various reasons during the phases of therapy dog planning and implementation is also another challenge which handlers need to navigate. Overall, staff burnout, staffing and workload concerns, as well as staff attitudes toward a therapy dog program are key factors which require consideration before implementing a therapy dog program as they can have a significant negative effect on the uptake of therapy dog programs into multiple facilities ( 34 , 37 ). The preceding objections and concerns thus need to be addressed in future research and recognised as barriers to implementing programs in schools, in an effort for children to reap the potential benefits therapy dogs have to offer.

Implementation Science in Educational Settings

Implementation science promotes research findings in healthcare, community and policy contexts ( 38 ). It seeks to bridge the gap between research findings and applying those findings in real-world settings in a way that optimises positive outcomes ( 38 ). Implementation is not a single event but a process. To understand how successful a given implementation process is working, several factors including the acceptability of the program, appropriateness, adoption, feasibility, fidelity, implementation cost, coverage and sustainability need to be considered ( 39 , 40 ).

A scoping review of program implementation in the education setting identified several key factors for consideration when implementing a program ( 39 ). They found that implementation fidelity—the degree to which the intervention has been implemented as intended by its developers—was the most acknowledged and measured outcome for successful implementation of programs in education settings. Training and ongoing support for all stakeholders and participants through the provision of single or multiple days of workshop activities, as well as the provision of additional resources (e.g., support from experts, virtual technology) was also seen as a dominant strategy ( 39 ).

In addition, support for front-line staff was paramount for implementation success as educators often struggle when trying to apply the new practises in the classroom ( 39 ). Support provided through continuous feedback, supervision, coaching, and practise observation is critical in achieving successful implementation ( 41 – 47 ). Past research has also indicated the importance of leadership for the successful uptake of interventions into multiple settings ( 48 – 50 ). Aarons et al. ( 48 ) highlighted qualities such as creating a vision for the uptake of evidence-based interventions in the school or educational system, engaging faculty and other staff in this vision and its realisation, as well as being a role model in realising the vision. Displaying these leadership qualities have been found to provide front-line staff with clear expectations ( 39 ).

Guidelines and Regulations for Program Implementation

Given the concerns and challenges associated with implementing a therapy dog program in schools, as well as the various factors for consideration when implementing any new practise, it is critical that schools have guidelines on key considerations and processes to help them navigate this implementation process. There are currently few resources available for accessing guidelines, procedures and standards for implementing a therapy dog program into various settings and populations ( 51 – 54 ). For example, Fine ( 52 ) created guidelines and best practises for using dogs as therapeutic companions with multiple populations, including children, in therapeutic settings. He also included animal selection criteria, animal welfare, training and certification procedures, as well as ways to introduce a therapy dog to clients ( 52 ). The Delta Society's Pet Partner Program and Delta Society's ( 51 ) Standards of Practise for Animal- Assisted Activities and Therapy also provides guidance in administrative structure, standards of practise, personnel credentials, vocational profiles, treatment plan development, documentation, sample forms, and a bibliography ( 53 ). In addition, there are a number of guidelines in other settings such as healthcare facilities ( 15 , 54 – 57 ). Despite the wealth of information provided in the above guidelines, there are however no specific and evidence based guidelines on implementing a therapy dog program into a school setting (to the best of the authors knowledge). In addition, guides created by Departments of Education tend to focus on animals for teaching (e.g., science lessons), or assistance animals (e.g., guide dogs), or visiting animals with brief information emphasising the importance of animal welfare, safety, hygiene, and sanitation procedures when interacting with animals in other contexts (e.g., school excursions, classroom pets) rather than extensive guidelines and recommendations for therapy dog program implementation.

The Present Study

While therapy dog programs have increasingly been incorporated in many school settings, research exploring the specific concerns and challenges associated with implementation in schools are needed. Moreover, guidelines, policies and existing research into therapy dog programs is lacking. The current study examined the following three research questions:

• What are the facilitative factors associated with implementing a therapy dog program in schools?
• What are the perceived challenges and barriers with implementing a therapy dog program in schools?
• What support is required when implementing a therapy dog program in schools?

The results of the study informed a set of research-informed recommendations and guidelines outlining key factors for consideration when implementing a therapy dog program in school settings.

Research Design

A qualitative research design was employed using open-ended questionnaires in form of an online survey and/or semi-structured interviews completed over the phone.

Participants

Data was drawn from two participant groups: (i) schools with an existing therapy dog program, (ii) schools considering implementing a therapy dog program, and (iii) therapy dog organisations. All participants were recruited via email and snowballing. Recruitment for this study began with schools which approached the principal researchers to express their interest in implementing a therapy dog program in their school. Further snowball sampling and comprehensive investigation online were conducted to identify participants in all three groups who were emailed to seek their interest in taking part in the study.

Qualitative Interviews

Rapport building techniques were used, and a natural conversational tone was maintained by showing empathy, and using active listening skills (Irwin and Johnson, 2005). Probing questions gave school staff the opportunity to elaborate more than others depending on how much information they wished to share. For example, in one interview a participant stated they felt they were “flying-solo,” and the researcher followed with “What do you mean by flying-solo? Can you give me some more information on that experience?” The questionnaire questions (see Appendices A, D ) were used as a basis for the semi-structured interviews. All interviews were audio recorded and transcribed with the participants' consent. Participants were labelled by an assigned number (for the purpose of differentiating between participants and to have a chronological record of data collection) as well as their participation method (interview or survey) to maintain confidentiality.

Participants group 1 and 2 consisted of educational staff working in a school setting which included teachers, assistant principals, principals, junior heads of schools, coordinators of early learning centres, school psychologists as heads of well-being and specialist student empowerment teams. Participants were from primary schools, combined primary and secondary schools, and early learning centres in Australia. In total, thirteen school staff across three states in Australia (Victoria, New South Wales and Australian Capital Territory) took part in the study. Participant group 1 consisted of schools with an existing therapy dog program ( N = 9, 1 male and 8 females) and participant group 2 consisted of schools considering the implementation of a therapy dog program ( N = 4, 1 male and 3 females).

Therapy Dog Organisations

Participant group 3 consisted of staff from two therapy dog organisations, Story Dogs and Delta Therapy Dogs – both non-profit organisations which implement dog-assisted reading programs in schools across Australia. Participants were staff in managerial and coordinator roles ( N = 2, 2 females). The Story Dogs program is implemented mainly individually where a child reads one-on-one to a dog and handler team for ~20 min every week over at least two school terms. Dog and handlers may also be involved at whole of school assemblies on special occasions such as book week one or twice annually ( 1 ). Similarly, for Delta Therapy Dogs, the dog-assisted reading program takes place mainly individually or in small groups where the child or group of children read to a dog and handler team.

The demographic information of all participants is outlined in Table 1 .

Summary of demographic information for participants.

A mix of online surveys and semi-structured interviews were conducted with school participants (participant groups 1 and 2). Participants from therapy dog organisations (participant group 3) only completed the online survey. Both methods of data collection—the online survey and semi-structured interviews—involved similar questions. Three separate online surveys were constructed for (i) participants from schools considering a therapy dog program, (ii) participants from schools with an existing therapy dog program, and (iii) participants from therapy dog organisations. The Hexagon Tool developed by the National Implementation Research Network ( 58 ) was used to guide the construction of the open-ended surveys. The Hexagon Tool is designed for communities and organisations in any field to evaluate new and existing programs and practises to determine a program's fit within a given context ( 58 ). A sample question from the questionnaire for participant group 1 is “Are there any negative outcomes associated with having a therapy dog program in the school? If yes, what are they?” A sample question from the questionnaire for participant group 2 is “What are your main concerns and/or challenges about implementing a therapy dog program in your school?” A sample question from the questionnaire for participant group 3 is “How are concerns/challenges raised by schools addressed?”

Ethics was approved for the present study by the relevant University Human Research Ethics Committee as well as the Department of Education and Training. Participants who agreed to participate in the study via signed consent forms completed the online survey and/or indicated their interest to participate in a semi-structured interview. The online survey took around 15–30 min, while the semi-structured interviews conducted over the phone varied between 20 and 90 min.

Qualitative Methodology

The online surveys and semi-structured interviews identified participants views of therapy dog program implementation, perceived facilitative factors as well as barriers in school based setting. Thematic analysis was used to analyse all qualitative data using the framework by Clarke and Braun ( 59 ), as summarised in Table 2 . Overarching themes were identified in response to the three research questions. Inter-rater reliability was established through discussions with another researcher in the research team where sections of the transcribed interviews and surveys were analysed. Both researchers discussed and reviewed the transcripts and themes together whereby 2 themes that were not in agreement and omitted as the suggested themes did not represent the quotes. The researchers drew similar conclusions to the data on all other themes and identified similar themes for the sections of transcripts and surveys. Please see Table 3 which provides an overview of the common concerns and challenges of therapy dogs in educational settings and also strategies to manage and address them.

Braun and Clarke's ( 60 ) six-phase framework for thematic analysis.

Common concerns/challenges and strategies to manage/address them.

Facilitative Factors

Results gathered from participant groups 1 and 3 indicated that the perceived facilitative factors to successful implementation of a therapy dog program in schools were: (1) flexibility of program to meet school's needs, (2) qualities of program instigator, (3) whole-school support, (4) communication, training and education, (5) considerations for dog's welfare.

Flexibility of Program to Meet School's Needs

Schools found that having the therapy dog program evolve flexibly and organically according to the school's needs to be beneficial to staff and students, as well as fostered a sense of belonging. The dogs had the liberty and flexibility to roam free around classrooms at school and this allowed the dog's role to be adaptable to the needs of the students whenever it was required. The therapy dogs were also said to build trust with students, which formed meaningful relationships and fostered a sense of belonging to the school for students. For example interviewee 5 suggested “ I wanted him [the dog, Scruff] to grow up with the kids at the school and I think that's what made it even more special is the kids, like they feel Scruff [the dog] is theirs. We noticed over the five years that kids who struggled to transition to the next year got better because they had a dog at school, they wanted to come to school . They [the students] sort of built up their confidence and realised that Scruff is safe and he's not going to hurt them.” While participant 5 in the survey said: “ The [dog-assisted reading program] is run slightly differently at every school. We are able to adapt to most needs of the school. Such adaptations might be the time of visits.”

Qualities of Program Instigator or Coordinator

The qualities of the school staff who introduced and lead the therapy dog program was identified as critical in facilitating successful program implementation. This included being emotionally aware and considerate of the school community and its diversity, such as cultural sensitivities, differing perceptions of dogs, as well as taking into account the needs of those with allergies. Being cognizant of these differences (e.g., observing children's body language, when interacting with the dog, actively seeking views and feedback), taking into account their different needs (e.g., choosing a dog breed that is hypoallergenic to meet the needs of those who have allergies to dogs), and flexibly adapting the program (e.g., not allowing the dog to roam free for certain classes).

The willingness of the program instigator to take on responsibility and be invested in the program (e.g., committing additional time and attention to set up suitable environments, multitasking classroom duties and being a dog handler), being goal-orientated (e.g., researching on the impact of therapy dogs, having a clear purpose and direction on what outcomes they would like to achieve from the program), as well as being adequately prepared (e.g., ensuring the dog is adequately trained and prepared to enter the school environment) were also factors that were highlighted. Interviewee 7: “ I did research and made sure I read some articles, and made sure we had the right blurp on the website…about the benefits of having a dog, and we made we got the right breed and called a couple of primary schools that had already implemented the therapy dog program. We made sure we had him prepared for school and for children from the beginni ng.”

Whole-School Support

Participants expressed that the program was able to progress and develop with the help of parents and staff cooperation and from the backing of school staff, principal, and school council. The acceptance of the whole school community (e.g., being accepting and enthusiastic during the implementation process) facilitated the introduction of the dog to the school, as well as allowed the program instigator to be more confident in implementing the program. Interviewee 1: “ It's really that sense of community that helps . The parents are on board with the program . I think it would be very tricky to do it if the staff isn't in agreement with it . Being really supported by the school I think is absolutely necessary.” Interviewee 3: “ The whole community has really got around it. The school council was definitely a support…having this you know it just affirms that I had the right idea for the community.”

Communication, Education, and Training

Sharing and discussing key information on the role of a therapy dog, its possible outcomes and benefits, the training both handler and dog undergo, roles and responsibilities of school staff, risk management, as well as building students' knowledge about dogs prior to program implementation helped facilitate acceptance amongst children, parents, and school staff. Therapy dog organisations that conduct dog-assisted reading programs with schools also assign a coordinator to support the school and handlers, provide information packs and an orientation meeting to discuss key information, as well as are in regular contact with schools and handlers to obtain feedback. Interviewee 3: “I've been very specific with the staff on this is what you need to do, this is how you need to approach so I'm constantly trying to refine that interaction and training as I go.” Survey 5: “(We) provide adequate information on our risk minimisation strategies, current insurance held, and emergency procedures… We have a coordinator assigned to support our volunteers. This coordinator organises a school orientation meeting to set up the program in a new school with a new volunteer. This meeting includes the handler and the dog, the coordinator, any teachers involved and the key liaison person for the school. The meeting works out a day, time, and place for the reading sessions. It also introduces the handler and dog to the school.”

Consideration for Dog's Welfare

Ensuring that the therapy dog's needs and welfare are well-met and considered enabled them to thrive in the school setting. This included planning dog-specific and dog-friendly areas in the school, as well as scheduling down time and breaks for the dog. Interviewee 1: “ We are lucky we've got bog green ground. So instead of sitting in a classroom and talking to a child about whatever is going on, we tend to grab the dogs and take them with us for a walk around the oval.”

Challenges and Support Required

The following challenges and concerns were identified (1) flying solo: the workload of the instigator and handler, (2) winging it: lack of regulations, guidelines or research on implementing in schools, (3) community acceptance and buy-in, and (4) laying down foundations and acquiring therapy dog education.

Flying Solo: The Workload of the Instigator and Handler

Most participants were both the therapy dog handlers and instigators of the program. Difficulties faced include time constraints and added workload in addition to being a classroom staff. Participants expressed that while they were dedicated and invested in the program, they struggled with managing the responsibilities alone in the implementation process. Some participants stated that they would have appreciated other staff to be extension handlers or to take on a leadership role to share the workload of program implementation. Interviewee 5: “ I would've liked to do more but being a fulltime teacher, I just was restricted for time…and as it went on, I just got less and less support from staff involved…and the momentum stopped .”

Winging It: Lack of Regulations, Guidelines or Research

Some participants stated that they had trouble finding regulations or guidelines that could facilitate implementation of their program, as well as finding little research or literature on implementing therapy dog programs into educational settings. The lack of regulations and guidelines as resources for school staff attempting to implement a program was one of the main challenges and impeding factors associated with stunted development in the implementation process. School staff expressed that without having any existing policies or guidelines to follow they had to figure out implementation on their own without any support in how to implement a therapy dog program. Interviewee 3: “ It's a bit tricky on the policy side of things because of not having anything already existing for schools, I'm sort of working a little bit from scratch…it's just even trying to understand what it should be.” Survey 2: “ No research to share with community ideas on how to introduce the dog to the community in a positive way.”

Community Acceptance and Buy-In

All participants expressed the need for the whole school community to be open and accepting of the therapy dog program. They stated that without staff support, the process would be extremely difficult. Participants expressed that school staff's and students' resistance and reservations toward the program would be a key barrier. This included barriers like managing personal views about dogs as well as risk management (e.g., allergies). Survey 1: “ The challenges would be people that maybe aren't dog people.” Interviewee 6: “ Staff have said to me, ‘I wouldn't be happy with having a dog at the school… I don't think I would go ahead with a therapy dog unless I had a majority of buy-in from the staff.” Survey 5: “ Increase in occurrence of a student in the school being anaphylactic to dogs, thus the program cannot start.” Managing the rest of the students' expectations was also identified as a challenge. Survey 5: “ Every student wants to read to the dog and the majority of students in school will not get this opportunity.”

Laying Down Foundations and Acquiring Therapy Dog Education

A few participants identified the need for foundational knowledge about the role of the dog in the school as well as how best to involve the dog therapeutically and effectively in school. Interviewee 6: “ I think we would need skills on how to use the dog effectively…so some sort of PD for staff of what the role and function of a therapy dog is, and probably educating staff before even looking at getting a dog, so laying a foundation.”

Recommendation for Therapy Dog Program Implementation

What are some factors for consideration before implementing a therapy dog program.

Based on the qualitative analysis above of both the survey and interview data, as well as the literature the following factors are for consideration before implementing a therapy dog program:

Handler/Therapy Dog Factors

It is critical that the dogs receive appropriate certified training where they are rigorously trained and evaluated to be reliably non-aggressive to both people and other dogs regardless of circumstances, are highly adaptable, and can interact easily with people. During the training, handlers are also trained to meet welfare, safety and hygiene requirements for both the dog and students, and how to connect and engage with the dog therapeutically.

Handlers should be prepared to:

• Be personally and financially responsible for the dog's welfare and maintenance including safety, feeding, grooming, cleaning, and vaccination. In the event where the dog is involved in school programs regularly or in the long term, it is recommended for the handler to request financial support from school since the dog is part of an intervention employed for meeting the students' needs ( 27 ). In such cases, it is important to put the financial plans into a written budget outlining a list of all expenses required in order to deliver the program and share them with all responsible parties ( 29 ).
• Be vigilant in identifying signs and triggers of injury, distress, or exhaustion for their dogs and be able to respond accordingly. Regular breaks should be given to the dog. Suspension of the program may be required if the dog shows a negative behavioural change, fearful behaviour during interactions, or has medical concerns.
• Trouble-shoot when an incident occurs (e.g., when a student has a negative response to a dog), and adopt appropriate measures when needed (e.g., removal of the dog, medical care, debrief with student).

To facilitate successful implementation of therapy dog programs in schools, handlers should also have a good understanding of the impact of therapy dogs and how they may participate in various educational settings. Establishing a clear goal/purpose of the inclusion of a therapy dog in different school activities is essential – e.g., desired outcomes, who might benefit, and how ( 27 , 31 ) (Freeman et al., 2016). This facilitates planning of activities (e.g., frequency and duration of activities, how the dog may be incorporated safely and appropriately, anticipated risks and concerns) as well as the evaluation of outcomes. Handlers are also encouraged to be proactive in researching on the current evidence base about therapy dogs and communicating with others who have had experience implementing such a program ( 29 ).

School Factors

Leadership and whole-school support is essential in successful implementation of a therapy dog program ( 31 ). The following factors on the fit and capacity of the school to undertake a therapy dog program should be considered and discussed prior to implementation:

• ° Briefly explain the idea of involving a therapy dog in school and goals
• ° To obtain initial support
• ° Learn of any dog-related allergies or phobias
• ° Discuss and address any other concerns.
• It is recommended that a comprehensive handbook be constructed to clearly identify and explain the policies and procedures of how the dog will be included in the classroom and school activities ( 27 ).
• Stakeholders are likely to have varied concerns. Buy-in from can be facilitated by preparing information ahead of time (e.g., benefits of therapy dogs, their inclusion in schools), providing opportunities to ask questions, and preparing to respond to any potential concerns ( 56 ). Obtaining buy-in from school leaders ahead of time and presenting collaboratively to school staff is recommended ( 27 )
• Presence of 1 or 2 other school staff who can be involved in the therapy dog program to ensure that the handler is not the sole person managing the program. This is to ensure that the work load of undertaking a therapy dog program is balanced vis-à-vis other responsibilities the handler is fronting, collaborative planning and problem-solving of programs, and implementation of effective emergency protocols if more than one person is required (e.g., handler managing the dog, other school staff who may need to contact parents or debrief with a student).
• Logistical considerations such as appropriate indoor and outdoor areas for the dog and scheduling of activities and breaks for the dog
• School-wide protocols to address any sanitation or safety concerns, which would require training school staff and students on appropriate ways to interact with the dog and the training of emergency protocols (e.g., in the event of dog scratch or bite, students' adverse reactions).
• Communication plans for engaging parents and students about the program, addressing concerns (e.g., cultural differences, fear of dogs, allergies or medical concerns), as well as obtaining consent and assent.
• Possible funding (e.g., grooming and vaccination expenses, materials required)
• Adequate planning and preparation for introducing the therapy dog to school staff so that they are educated on appropriate animal care and behavioural expectations, and are able to step in when necessary in times of emergencies (e.g., negative dog reactions in students, emergency protocols).

Student Factors

Assessing the needs and suitability of students whom the dog might be working with is critical in ensuring that the therapy dog program goals are met, and student welfare is considered. This includes:

• Determining which students/classes are to participate in the therapy dog program – e.g., which students would benefit the most from this program? how should the program be structured to meet their needs best (e.g., whole-class, in groups, or individually)? How does a therapy dog program value-add to existing programs in meeting the needs of these students?
• Making suitable alternatives for children who are unable to participate (e.g., for cultural or religious reasons, allergies, fear of dogs) ( 29 )
• Deciding how expansive the program will become as it is unsurprising for many other children or families who might wish to participate after learning about the program ( 29 )
• Adequate planning and preparation for introducing the therapy dog to students so that they are educated on appropriate animal care and behavioural expectations.

Parent Factors

As with engaging school staff, early engagement of parents is also essential once there is clear direction that a therapy dog program may be introduced in school. Common concerns parents have include safety, hygiene, and allergic concerns ( 29 ), how the dog will be incorporated in learning activities ( 27 ), as well as cultural differences ( 28 ). Parents must be informed of procedures and processes, be given the opportunity to ask questions and voice concerns, and provide written consent signifying they understand and support the dog's inclusion ( 27 ).

Schools are advised to ensure that there is ample time to engage parents before the commencement of a therapy dog program. This includes parents who have provided consent to their child's participation and providing further information about the program and addressing concerns, parents who do not consent and need further information on how their children will be engaged in alternative ways, as well as parents of children who are not selected to participate in the program but wish to do so ( 29 ).

The findings from this study highlight insights into implementing a therapy dog program in school settings, particularly a whole-school effort in optimising the program to meet unique school needs, garnering support, as well as overcoming systemic barriers. This includes ensuring the flexibility of the therapy dog program to meet varying student needs, dedication and commitment of therapy dog program coordinators/handlers, acceptance and training of all of the school staff, support from school leadership, as well as adopting a team-based rather than individual-effort in program planning and implementation.

The findings on the importance of a whole-school approach are congruent with past research. Programs are more likely to excel when they are aimed to involve the whole-school community. Research indicates that positive program outcomes are facilitated when interventions are integrated into daily practise, the school culture and encourage collaborative efforts to include staff, families, teachers, and children ( 61 , 62 ). With students, this manifested as a sense of trust and connexion between the therapy dog and the school community. School staff placed importance on building foundations of trust and connexion with the students at the initial phases of implementation, as they first introduced the dog and their program to the school. With these foundations in place, the programs ran successfully and with ease, students reaped the most benefits when they formed a relationship with the dog and thus helped them connect more to the school community and have a stronger sense of belonging. A sense of belonging is also a strong indicator of a successful therapy dog program to promote well-being, which is congruent with the literature ( 63 – 65 ).

Another important feature is the support from leaders and a team-based approach in program implementation. Findings from this study indicated that it was mostly a single individual or program instigator/coordinator, often the dog handler and also school staff, who was solely responsible for the various stages of the program implementation, which contributed to heavy workload and potentially negative implications on the sustainability of the program. One of the key facilitative factors reported was for program instigators or coordinators to be willing to take on the diverse roles and responsibilities for successful program implementation, including acting as a promoter ( 66 ), as well as being emotionally aware and showing strong interpersonal skills as leaders of the program ( 67 ). All of which have been found to contribute to program success ( 39 , 40 ). However, it appears that this has also been reported as a barrier in this study due to the high workload of these staff. Instead, taking a team-based approach and understanding that there will be a need for “multiple actors” in the implementation process is critical ( 39 , 40 ).

A team-based approach to program implementation includes the support from school leaders as well as acceptance and buy-in of other school staff. Strong leadership was indicated as a strong focus for successful therapy dog program implementation, and this is also shown to be a measure of general program implementation success. Findings implied school staff needed to be prepared and goal-orientated for their program to be successful and for student reap the most benefits to their well-being. Moreover, school staff had to maintain throughout implementation a vision and a purpose, engage the whole community and constantly meeting their aims and outcomes of the program. This is congruent with the literature detailing the importance of these leadership qualities to be a role model for other staff and will provide these front-line staff with clear expectations for the program ( 39 , 48 – 50 ).

Another key feature for successful implementation is having a strong support network from the school community, including staff, parents, principal, school council and students. School staff expressed that having the community's support and alignment of goals and purposes made introducing the program to their school easier and with fewer complications. This is congruent with the research on implementation programs requiring empowerment, participation and education of the community, and lastly, multiple actors in implementation process (obtain broad-based support of school staff) ( 39 , 40 ).

A major factor that caused difficulties for school staff who had experienced implementation of a program was a lack of guidelines and regulations available for schools. The findings imply that for future practise, there needs to be further research in regulations and guidelines into therapy dog programs for schools and government support to provide policies and guidelines for schools to follow. This highlights the gap in the literature surrounding guidelines on implementation and regulations of having a therapy dog at a school. Moreover, these finding align with research on necessary implementation strategies such as government support, policy documents ( 68 ), oversight and possible regulations ( 39 , 40 ).

Acknowledging the limitations of the findings of this evaluation is important. The study was small, and only the perspectives of selected school staff and therapy dog coordinators were gathered. As most of the school staff and coordinators interviewed were leaders and initiators of the therapy dog program, their feedback might be slightly biased as they had an invested interest in seeing their program be successful. As a qualitative project, the aim of data collection was not to achieve a statistically representative sample. Instead it is to attain what Glaser and Strauss call “saturation of themes” of data collection until no new themes are generated. Samples sizes have been chosen based on my extensive experience with qualitative projects of this kind ( 69 ).

Obtaining information from other school staff who may not be directly involved in the program, students, as well as parents would be beneficial to gather a more holistic understanding of having a therapy dog program in school. In addition, each school is likely to have implemented their therapy dog program in different ways (e.g., number of days the dog was in the school, how students interacted with the dog specifically); this information was not gathered in this study. Given different schools also ran their programs in different manners, potentially impacting program outcomes. It is unclear if the structure of the therapy dog program in each context could have also affected the findings. A potential limitation may be geographic/regional applicability of this study. Additional, survey participants may not have had an interactive, back-and-forth opportunity to clarify information as much as interviewees may have had in a semi-structured interview, it is unclear how this may have affected data collection. Nonetheless, this study albeit small and limited, has laid the groundwork for further research in this field.

The overall findings from this evaluation highlight the facilitative factors and challenges, as well as key considerations when implementing a therapy dog program in schools, particularly the need to adopt a whole-school approach and involving multiple relevant stakeholders (e.g., handler, school leaders, school staff, students, parents) in the process. Successful implementation of therapy dogs in an education setting appear to revolve around (1) flexibility of the dog therapy program to target school's needs, (2) qualities of program instigator, (3) whole-school support, (4) communication, training and education, (5) considerations for dog's welfare. The results have also underscored the need for guidelines for schools to assess their readiness/feasibility of such a program, key factors for consideration, roles and responsibilities of key stakeholders, as well as strategies to manage challenges.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by Monash University. The patients/participants provided their written informed consent to participate in this study.

Author Contributions

All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. This research was funded by the Monash Education early years and inclusive education and educational psychology academic research community.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fvets.2021.655104/full#supplementary-material

• Our Mission

4 Legged SEL: How to Start a Therapy Dog Program

Elementary schools can boost social and emotional learning with a program that welcomes a canine friend to campus.

Social and emotional learning (SEL) doesn’t always look like a lesson plan, a professional development workshop, or a box of SEL curriculum. Ideally, SEL is part of a school’s culture—you can feel it when you walk through the doors, see it in the hallways and the cafeteria, and hear it in the classrooms and on the playground. SEL is how we build relationships, manage our emotions, practice resilience in the face of adversity, and make decisions.

While it’s important that many of those skills are explicitly taught to students, schools can offer experiences that integrate SEL into nearly every moment of a school day. At my school, those experiences are evident on “Winnie Wednesdays,” when Winnie the therapy dog visits students and staff to spread love throughout the building. SEL looks like a hug between Winnie and an anxious student, it sounds like a squeal of laughter as students gather around Winnie at recess and throw a tennis ball for him, and it feels like emerging confidence from a struggling reader as they quietly read aloud to a nonjudgmental furry friend. 

Be Attentive to Temperament

A therapy dog that works in a school needs to have a calm temperament that responds well to loud noises and crowds of children. In any given school day, bells ring, fire drills occur, and the general chaos of a school requires that a therapy dog not be reactive.

My family adopted Winnie when he was 5 years old. I immediately noticed that his calm and patient temperament, coupled with his love of being around children, seemed to be the perfect fit for a school. I obtained Winnie’s certification through Alliance of Therapy Dogs . Being a therapy dog is less about a dog’s obedience and more about its desire to provide comfort and socialize with a variety of children and adults.

What to Consider for Campus Visits

It’s important to note that when planning who the handler will be in a school, that person should have some flexibility to work throughout the building with a variety of students, rather than having a staff member who is committed to one classroom or population of students. This ensures that the school can maximize the benefits of a therapy dog, and all students and staff are able to interact with the beloved four-legged staff member.

School administration and members of the school board worked together to develop a policy and plan for Winnie to begin “working” at school with the students and staff. We prioritized communicating with families, and parents were encouraged to share their concerns and questions. Issues such as allergies, dog aversion, and fear of dogs were raised, and these were carefully documented and planned for.

During Winnie’s visits, I keep a list of student needs and issues to be aware of in each classroom. Winnie initially did introductory visits in each classroom, and students were able to decide if they wanted to pat him or watch him from a distance. Then, Winnie began spending time in hallways and social areas, and gradually students who were afraid of dogs began interacting with him.

Interactions are student led and very much dictated by their individual comfort level. Students with allergies enjoy Winnie from a few feet away, and Winnie also receives regularly scheduled grooming and allergen-reducing baths to lessen the effects of allergens in the building. In many cases, the students’ fear of dogs or aversion to animals has significantly reduced after meeting and interacting with Winnie. The therapeutic benefits of having a dog at school far outweigh the concerns, and the school community has welcomed and embraced Winnie on campus.

Therapy Dogs Enhance the Culture of SEL

Classroom time with Winnie is scheduled through a monthly Google Doc that is sent out with times that staff members can choose. Winnie is scheduled for approximately three hours in classroom requests on Wednesdays, and then he roams the building in whatever areas his handler needs to be throughout the day. Some examples of the way Winnie is utilized throughout the school is participating in reading groups, visiting a morning meeting, walking through a classroom to ease nerves before a test, snuggling a student in a calm-down space, playing at recess, and monitoring the hallways and greeting students.

The school data, such as attendance records and office referrals, also supports the integration of a therapy dog. A reduction in behavioral incidents and an increase in attendance rates have been noted on Winnie Wednesdays. Overall, therapy dogs support student and staff wellness, and they are a perfect example of integrated social and emotional learning.

Winnie has become a social equalizer in many ways, as he brings together groups of students and sets a tone of acceptance and kindness. Interacting with animals naturally produces an increase in oxytocin, dopamine, and serotonin levels , which are linked to a positive emotional state. Simply stated, having a dog in the building that interacts with staff and students improves the overall emotional climate and fosters positive relationships.

Opportunities for SEL integration, such as reading buddies, leadership roles, and activities that support the overall mental health and wellness of staff and students, are likely already in place within each school. Start with taking inventory of these important opportunities, and brainstorm ways to expand on these integrative experiences.

Therapy Dogs Support the Three Stages of SEL

SEL integration includes three important stages: identification, implementation, and evaluation. The identification phase at my school involved taking inventory of our practices. That led to the decision to dedicate our culture to offering opportunities for social and emotional growth. This mindset has demystified SEL for the staff and has laid the foundation to implement such a program as Winnie Wednesdays.

In the implementation phase, staff work together to create a vision and plan for what SEL looks like, feels like, and sounds like for both students and staff. On our campus, the counselors create SEL lesson plans that are taught in an integrated format within the classrooms with teachers present. Implementation also includes the important opportunities to practice SEL skills that can be integrated into experiences with a therapy dog.

For example, a student who has recently learned strategies for managing emotions may take a break and sit with Winnie for a few quiet moments and then return to a challenging task. Or, if students are learning about compromising with peers, they may be able to practice that skill as they take turns throwing the ball for Winnie at recess or waiting their turn to pat him at dismissal. A student who has recently learned about using a growth mindset may practice reading or math facts with Winnie listening, knowing that it is OK to make mistakes and he won’t judge them for their speed or accuracy.

Lastly, continuous participation and evaluation of SEL efforts and plans that include administration, staff, and students will ensure long-term efficacy in the area of social and emotional learning, which ultimately has a positive impact on academic outcomes. What does SEL look, sound, and feel like in your school? A possible component of SEL could have four legs, a tail, and a fluffy coat, and unite students and staff in a feeling of acceptance and compassion.

• School of Thought Blog

Therapy Dog Programs: Improving Student and Staff Well-Being

If you’ve ever owned a dog, then you will understand the meaning of “man’s best friend.” Their soothing, fun-loving, and charismatic nature naturally affects the mood of the environment. With just under a year of implementation, our therapy dog program has already made a huge impact on our staff and students’ morale and mental well-being. 

Our staff and students are faced with many daily challenges imposed by a global pandemic, government turmoil, and controversial issues involving diversity.  Studies have shown  the  negative impact that our current realities  are having on the mental health and well-being of those in the educational system—teachers and students.

Teachers are an essential component to the campus culture and climate. They are the most influential factor of student success and well-being, and it is imperative that teacher health and well-being are our No. 1 priority. Unfortunately, teacher stress and anxiety are at an all-time high. Contributors to teacher stress and burnout are increased workload, juggling remote and in-person teaching expectations, maintaining student well-being, and balancing work and home life. At the end of November,  about 48 percent of all women and 37 percent of all men exhibited symptoms of anxiety and depression . Last August, the National Education Association found that  28 percent of educators said that the pandemic made them more likely to leave teaching . Teachers, like students, need a support system to help reduce stress and anxiety.

Schools also have seen a rise in mental health concerns for today’s youth. Students enter our buildings with the weight of the world on their shoulders. With exposure to social media, cyberbullying, digital media, violence, and much more, our students experience overwhelming feelings of stress, anxiety, and depression. With  1 in 6 U.S. youth aged 6–17 experiencing a mental health disorder each year and suicide as the second leading cause of death among people aged 10–34 , implementing a program to improve the mental well-being of our children is critical and necessary.

Our Therapy Dog Program

Meet Maslow and his owner/trainer, Michaela McCord. Michaela is a counselor intern at Midway Middle School. When she first began at our campus, we had no idea the lasting impact she would make with our staff and students. 

I had researched and promoted the implementation of a therapy dog program a year and a half prior to Michaela coming to us. I found several studies showing the positive effects that therapy dogs were having on student academic and social growth. A 2019 study published by the  National Institute of Health  found that a dog present in the classroom promotes positive mood and provides significant anti-stress effects on the body. An additional study conducted by the  University of California  on canine reading programs found that students who participated in one program increased their reading fluency by between 12 percent and 30 percent. So, when Michaela told me she had a therapy dog, I knew this was our opportunity to implement a program.

How is it going? Maslow and Michaela have greatly impacted our staff and students. One student was asked how Maslow has helped her and she replied, “He has helped me a lot! I feel more confident, and he has reduced my anxiety. His smile and the look in his eyes make you feel like you can do anything.” This student also said, “Maslow creates a way for students who are shy to break out of their shell. I know I can be myself around him because he doesn’t judge me or tell me I’ve done something wrong. He makes all of us happier and something to look forward to when we come to school.” 

Maslow has also made an impact on our intensive behavior students. With the use of scheduled Maslow time and incentive rewards to see Maslow, we have seen a reduction in these students’ severe behaviors. Maslow has provided an avenue to relieve stress and anxiety in our teachers. This year has created many hardships for our staff members, and the soothing love of our furry friend has boosted their overall morale.  Furthermore, since our program has been extremely successful, our district is looking at the possibility of making Michaela and Maslow full time.

If you have not thought about a therapy dog program, I urge you to find a way to get a furry friend onto your campus. Your staff and students can and will benefit from it. Below are resources and research that I used to start our program and hope that you find them useful. 

ProCare Therapy Article on Pros and Cons of Therapy Dogs

Presentation on Why Therapy Dogs Are Beneficial

Sample Letter for Parents

Sample Therapy Dog Requirements and Protocols

Dog Alliance

About the Author

April Harris is an assistant principal at Midway Middle School in Hewitt, TX, serving an average of 1,300 seventh and eighth graders each year. April has 13 years of educational experience, with six of those in an assistant principal role. April is the 2020 Texas Assistant Principal of the Year. Follow her on Twitter ( @aprilharris425 ).

I am thrilled to see others utilizing therapy dogs in schools! It is a transformational experience for students and the therapy team alike. Thank you for the great resources cited in your post!

I am glad to hear that your program is going well. I was awarded the NJ Principal of the Year and NASSP State Principal of the Year in 2016 for my transformative leadership which included an award winning therapy dog program at Henry Hudson Regional School, Highlands, NJ. We have had the program for 7 years and had all the similar success you are seeing with your program. I am always available to talk about our program from inception, challenges and moving forward. I have been published twice in the Educational Viewpoints, NJ Principal and Supervisor Journal.

Hello! I would like to get a therapy dog program going at my middle school, what are the first steps?! I actually have a lab puppy of my own that I would love to take through the course. I would appreciate any insight, thank you!

Our therapy dog just passed his last test this Saturday so we are excited to introduce him to our students and community members. With this being new for us I wanted to reach out and ask what are some of the best ways you have used your therapy dog for your students.

Thank you, Shane Mead Principal Tri-Village Elementary New Madison, Ohio 45346

I am starting a therapy dog program at my high school and I am struggling to find good activities that are engaging and appropriate for teenagers. I am also wondering how can I avoid having students just come to my office to see the dog?

Appreciate feedback!

I would love to have more information about your therapy dog program. I am the handler of our schools therapy dog in training. I’m looking for as much information as I can get to educate both students and staff, myself included.

I have a beautiful 41/2 year old d’e-mail Australian Shepard names True that I would like to have in a therapy dog training program. She is calm and sweet but I want her and I to go to a program. I also work with college students in crisis and want to be able to take her on campus visits with me as well as volunteer in local schools here in San Diego. Thrive animal Rescue recommended your organization to me.

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Therapy Dogs Celebrating 30 Years of Sharing Smiles & Joy Nationwide

For members, for facilities, caring people & sweet dogs, sharing our 4-legged friends to spread smiles & joy for 30 years.

ATD provides testing, certification, registration, support, and insurance for members who volunteer with dogs to visit hospitals, special needs centers, schools, nursing homes, and other facilities. We’re a network of caring volunteers who are willing to share our special canines to bring smiles and joy to people, young and old alike.

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Join our family of friendly dogs and owners and handlers who share with those who are unable to own a pet or are in a health facility separated or away from their pets., read all about it, the latest posts & news from alliance of therapy dogs.

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If you are interested in setting up a therapy dog program at your venue or inviting Paws & Think to your event, please fill out the appropriate request form below to submit your inquiry for review.

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Use this form if you would like to set up recurring in-person visits with a Paws & Think therapy dog at your location. This includes our Paws to Read, Paws to Heal, and Paws to Comfort programs. Please note that the request must come from a representative of the organization or venue requesting the program.

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Use this form if you would like to invite Paws & Think to a single-day in-person event at your location. This includes events with and without therapy dogs. To allow us time to plan for the event and recruit volunteers to participate, we ask that you submit your request 6-8 weeks in advance of the desired visit date if possible.

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At Pets As Therapy, we believe every child has the right to leave school having achieved their reading level potential and have access to the enormous benefits that reading to a pet offers. It is our aim to ensure that they are all given an opportunity to interact with a pet and improve their learning outcomes. Our PAT Teams who visit schools can help to raise a pupil's reading standard, boost their self-confidence, improve concentration levels and behavioural problems. The visits can have a positive impact on a child's educational, social and emotional welfare.  

Our Read2Dogs scheme can help young people to improve their literacy skills and encourage confidence and concentration in the classroom. Reading a story aloud to a PAT Dog, a great non-judgemental listener, helps young people to enjoy the reading experience. They look forward to spending time with their four-legged friend, which in turn creates a bond of trust, empathy and understanding of the needs of the pet.

If you would like a special waggy-tailed visitor to help your pupils develop their literacy and concentration skills, please complete our online registration form.

Unfortunately, due to insurance restrictions we are unable to support you if you wish to have your dog at your place of work. As a PAT Volunteer, your primary responsibility is to your dog and you are unable to do this if you are running a class or therapy session. If there was an emergency and the school had to be evacuated, as a volunteer you would be responsible for your dog, but as a teacher you are responsible for the children and therefore the welfare of either would be compromised.

There is no charge for your establishment to receive regular visits from a PAT Team. If you would like to hold an event to raise funds for Pets As Therapy we can provide collection tins, leaflets and posters to help promote your event.  

We try to find a suitable PAT Volunteer as quickly as possible, but it can take some time and will depend on the number of volunteers in your area. If you know of someone with a dog who may be interested in becoming a PAT Volunteer and visiting your school, let them know they can apply here

“Children have benefited greatly from developing their social skills and they've also gained confidence with their reading.” Greenvale Primary School

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