Canine-assisted therapy in reducing stress and anxiety levels of university students: systematic review and meta-analysis of randomized controlled trials.

Abstract

Background: Due to the high prevalence of mental health issues among university students worldwide, canine-assisted therapy (CAT) has emerged as a potential intervention to reduce student stress and anxiety. This study systematically reviews and meta-analyzes the effects of CAT on reducing stress and anxiety levels among university students.

Methods: Following the PRISMA 2020 guidelines, we conducted a systematic search across multiple databases (APA PsycINFO, PubMed, Duke Libraries, CNKI, Wanfang, and Google Scholar) for randomized controlled trials published in English and Chinese. Only studies incorporating professionally trained dogs and handlers were included. Two reviewers (SS and ZL) independently extracted data, and the risk of bias was assessed using the Cochrane Risk of Bias 2 tool. Effect sizes (Hedges' g) were pooled using a random-effects meta-analysis to account for the anticipated clinical and methodological heterogeneity. Subgroup analyses were conducted to explore moderators such as intervention duration, baseline stress levels, and control condition types. Publication bias was evaluated using funnel plots, Egger's test, and trim‑and‑fill analysis.

Results: Of 290 identified studies, 15 met the inclusion criteria and 14 were included in the meta-analysis. The meta-analysis yielded a statistically significant overall effect size of g = -0.67 (p <.001), indicating a moderate reduction in stress and anxiety among university students receiving CAT. Forest plots revealed effect sizes ranging from approximately - 1.34 to -0.13 across studies. Although substantial heterogeneity was observed, subgroup analyses showed that CAT was significantly more effective for students with high baseline stress and anxiety levels. Funnel-plot asymmetry suggested possible bias, but Egger's test was non‑significant. Trim‑and‑fill analysis imputed two missing studies, adjusting the pooled effect to g = -0.59, indicating the findings remain robust.

Conclusion: CAT demonstrates promise in alleviating stress and anxiety among university students. Despite methodological variations and potential publication bias, the findings suggest that CAT may offer a feasible and accessible approach to enhancing mental well-being within university environments. Further studies are necessary to examine factors influencing methodological diversity and refine the integration of CAT within university settings.