Young Children and Therapy Dogs in Schools: Guidelines for Educators

Abstract

There is a burgeoning area of research in various disciplines to support the assertion that positive interactions between people and dogs can contribute to the wellness of both species. Empirical evidence suggests that even relatively brief encounters between a human who is accepting of dogs and a friendly, well-mannered canine can elevate positive mood and reduce stress. One type of canine, a therapy dog, is selected and trained specifically for this purpose. Unlike service dogs, who are trained to perform specific tasks that assist someone with a disability or emotional support dogs who provide comfort to one person, therapy dogs are invited to visit hospitals, schools, libraries, and community events where they interact with many different people who may be strangers. Therapy dogs are trained, tested, observed, health checked and well groomed. Together with their handler/owner they become members of a reputable therapy dog organization and volunteer as a form of community service. Now, more than ever before, therapy dogs are becoming an accepted part of the educational landscape. The purpose of this practical article is to guide teachers and administrators in successfully integrating therapy dogs into various educational contexts. It is organized around five topics: (1) types of dogs that support human wellbeing, (2) empirical research on canine-assisted services, (3) procedures to protect the health, safety, and welfare of both human and canine participants; (4) categories of canine-assisted services; and (5) strategies for planning, implementing, and evaluating the contributions of therapy dogs to the educational context. Descriptions of actual therapy dog events with young children illustrate key points throughout the article.