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Your name and role: Paul Trotman, headteacher of Pwll CP School in Llanelli, Wales, UK.  About yourself: Paul is the headteacher of Pwll Primary School in Llanelli, Wales, where he has led for 15 years. With over 25 years in education, he is dedicated to creating a calm, inclusive environment tailored to each child’s needs. The school includes four ASD-specific classes, with around half of pupils diagnosed with autism. This year, Pwll welcomed its first school dog, Izzy—a Goldendoodle—whose positive impact has made Paul a self-described dog owner “in training.” He is currently completing a Master’s in Mindfulness-Based Approaches to Health and Wellbeing, reinforcing his commitment to staff and pupil wellbeing.   Article summary: At Pwll Community Primary School in south Wales, our commitment to inclusive education and the well-being of our pupils with Additional Learning Needs (ALN) is unwavering. One such initiative was the introduction of Izzy, our school dog, to enhance the learning environment and provide emotional support. This blog details the journey of integrating Izzy into our school community, aligning with the National School Dog Alliance (NSDA) and contributing to our pupils’ holistic development. Background: Izzy’s Introduction Pwll Community Primary School, a small institution with 73 pupils, has a significant proportion of students with ALN, including a growing number diagnosed with autism. Recognising the potential benefits of animal-assisted education, we explored the idea of introducing a dog to support learners. Selecting and Preparing Izzy for the School Environment Lorna, a teaching assistant at our school, suggested her dog, Izzy, a gentle and sociable goldendoodle as a potential candidate. Izzy was a rescue dog, but having lived with Lorna for several years, she fitted the criteria for starting her journey. We collaborated with Therapy Dog Training UK for a comprehensive assessment. Izzy underwent temperament evaluations, online training sessions, and in-school assessments. This preparation reflects the NSDA’s emphasis on choosing the right dog with appropriate training and comfort in a school environment. Integrating Izzy into the School Community Izzy began visiting the school for two half-days per week. There was no fixed timetable initially; instead, we observed interactions to identify the most beneficial arrangements. This flexible approach aligns with the NSDA’s recommendations. Observing the Impact on Pupils with ALN Izzy’s presence has had a notable impact on several pupils, particularly those with autism. One 9-year-old pupil with autism and ADHD showed improved emotional regulation and enjoyed reading to Izzy. Another pupil demonstrated increased focus and responsibility by walking Izzy and caring for her needs. These examples support research into the positive effects of animal-assisted interventions in education. Ensuring Welfare and Addressing Challenges Lorna monitors Izzy’s interactions to ensure she is not overwhelmed. Pupils are educated on appropriate behaviour, and any challenges—such as a pupil attempting to jump on Izzy—are addressed promptly. This vigilance aligns with the NSDA’s guidelines for maintaining the dog’s welfare and ensuring a safe environment. Aligning with NSDA’s Key Messages Right Dog, Right School, Right Learners: Izzy’s temperament and Lorna’s role create a perfect fit. Evidence-Informed Practice: Collaboration with Therapy Dog Training UK and structured implementation. Welfare of All: A balance between Izzy’s wellbeing and the pupils’ needs. Community and Collaboration: Building connections among staff, pupils, and Izzy. Future Directions and Conclusion We plan to assess Izzy’s impact more systematically while maintaining the natural, positive nature of her interactions. Izzy is now a valued member of our school community, supporting inclusive education and enhancing pupil well-being. Key Takeaways or Keywords Wellbeing Inclusion School dog Reflection Points What insights from Paul’s blog can be applied to your own school context? Reflect on the practical strategies and values—such as introducing a school dog carefully and slowly—and consider how these approaches might support inclusion and wellbeing in your setting. Glossary ASD (Autism Spectrum Disorder) A developmental condition affecting communication, behaviour, and social interaction. Inclusion An educational approach welcoming all learners regardless of ability or background. School dog A trained dog that supports wellbeing and builds positive routines in school settings. Mindfulness-Based Approaches Practices focusing on present-moment awareness to support mental health. Wellbeing Refers to emotional, mental, and physical health—central to the school’s ethos. References or Further Reading Beetz, A. M. (2017). Theories and possible processes of action in animal-assisted interventions. Applied Developmental Science, 21(2), 139–149. Read here National School Dog Alliance Nation.Cymru, Swansea University, goodnewspost.co.uk

Your name and role: I’m Nik Gardner and I’ve been Headteacher of Winford Primary school for almost 13 years. I have recently left education and I am now working within Guide Dogs UK. About yourself: Following our old Labrador reaching the end of his life back in in 2013, we bought a puppy Labrador with the intention of training him for the school environment, at the school where I was Headteacher.  This was after having seen the impact of a dog working in another school locally.  Little did we know that this journey would shape our understanding of dogs, dog training and how they can work therapeutically forever!      Article summary: Fernie the chocolate Labrador has been a much-loved member of the Winford Primary School community for over a decade. Fernie’s gentle presence has brought joy to both children and staff, and his work was recognised nationally—appearing on BBC News, This Morning, and the documentary Dogs with Extraordinary Jobs.   As Fernie began to slow down, a phased retirement plan was carefully introduced, ensuring a smooth transition for both him and the pupils. His final term was marked with an emotional farewell assembly, photo shoot, and slideshow celebrating his journey and achievements.   Now happily retired at home, Fernie continues to remind us of the powerful connection between humans and animals. This blog reflects on his incredible contribution to school life and the lessons he leaves behind for us all, including how to recognise when it is time to retire.   Introduction Fernie the chocolate Labrador has been a much-loved member of the Winford Primary School community for over a decade. Fernie’s gentle presence has brought joy to both children and staff, and his work was recognised nationally—appearing on BBC News, This Morning, and the documentary Dogs with Extraordinary Jobs.   As Fernie began to slow down, a phased retirement plan was carefully introduced, ensuring a smooth transition for both him and the pupils. His final term was marked with an emotional farewell assembly, photo shoot, and slideshow celebrating his journey and achievements.   Now happily retired at home, Fernie continues to remind us of the powerful connection between humans and animals. This blog reflects on his incredible contribution to school life and the lessons he leaves behind for us all, including how to recognise when it is time to retire.   Fernie’s impact Fernie the chocolate Labrador arrived in our lives in 2013.  We worked very closely with the charity ‘Dogs Helping Kids’ who offered a fantastic gold-standard training over a 3-year period which taught us all so much about positive training, canine welfare, and how to have an excellent dog in a school setting, assuming that the dog was comfortable in a busy school environment.  The standards were exacting and Fernie had a personality that was perfect for an active and buzzing school setting.  After a number of tough assessments, Fernie gained his certification. Over the years he has done a sterling service for the pupils and staff of Winford Primary School in North Somerset, engaging in reading, therapeutic work and helped teach pupils to train positively.   Aside from this, he has had his fair share of fame, appearing on BBC news, several National newspapers, This Morning and the best coverage of his role as a school dog was for the documentary ‘Dogs with Extraordinary Jobs’ in 2018. How Fernie told us he was ready for retirement Well, fast forward on to 2024…this was the year that Fernie turned 11 years old. I was aware of his aging, as his back legs were not as spritely as they once were and his love of working with children had started to wane.  This does not mean that his love of school had diminished- he was still waiting at our front door every day wanting to come to school, and when in the building, he was happy as ever, the signs were just that when he was offered training sessions with pupils, he chose the ‘stay in bed’ option, and sleep was more appealing than a stroll around the building (I know the feeling!!!). He also chose not to climb our school stairs and only went upstairs if I offered him the option of going in the lift.  Planning for transition  During the past year, we have carefully considered that he would need to retire and that for both children and for Fernie, this would need to be done as a phased transition.   His almost daily visits to school reduced to 3 days per week, then 2, then 1 day per week over several terms.  Our school pupils were fortunate in that we were also able to work with Tango, our other certified school dog and that Lenny, the Cocker Spaniel-in-training made visits once per week, so one dog per day was always in attendance.   We made frequent references with pupils that Fernie was getting older and would have to retire one day.  We also coupled that with learning that old dogs can sometimes have aches and pains (like us) and we therefore need to be really mindful of this when near him. We decided that Fernie should retire fully at Easter 2025, to coincide with my departure from the school.  We shared with pupils that this would be happening, and they were keen that his retirement should be marked.  A small number of pupils were selected for the official retirement photographs and we decided that he should have an assembly devoted to him!   We established that most pupils would not have even been at school during his early years, so a celebration slide show was made for pupils charting his life from about 3 weeks old to his retirement, including all of his media attention in 2016/17/18.   When this was played to the school community, along with a suitably emotive soundtrack, the school hall was filled with silence as children were in awe of him!  Not only that, but most staff were too, plus one or two with leaky eyes! Since Easter, and he is very almost

Your name and role: Cara Johnston – Registered Mental Health Nurse and Animal Assisted Therapist. About yourself: I qualified as a Mental Health Nurse from Anglia Ruskin university in 2016. Since then, I have worked in inpatient CAMHS, community CAMHS and now in schools as part of the mental health support team. I have trained to deliver Animal Assisted Therapy and use this in my day-to-day work in the NHS. I co–authored a service evaluation and this was published with the  Royal College of Nursing, and I also won a National Health Service – North East London Foundation Trust ‘Make a Difference’ award: improvement to services. I was awarded a competitive National Institute of Health Research – Mental Health for all Career Development Fellowship with the Applied Research Collaborative – North Thames. I used this time to understand research more and it helped navigate the research and the journey.   Article summary: In this blog, Cara discusses her research, which involved using a cognitive behavioural therapy (CBT) anxiety management group within the Children and Adolescent Service (CAMHS). The study included a therapy dog, registered with Pets As Therapy (PAT), to explore impact on young people’s anxiety levels.  The dog was present in two of four groups, with all groups following the same CBT content. The presence of the therapy dog was found to significantly reduce anxiety in five out of six sessions and increased the discharge rate to 80% compared to 54% in groups without the dog. While there were no significant differences in attendance or other Routine Outcome Measures, there was an improvement in peer relationships in the dog groups. Feedback from participants indicated that the dog helped them feel more relaxed and confident. Cara has since integrated their own dog, Peaches, into therapy sessions and continues to advocate for Animal Assisted Therapy, emphasising the need for further research. I became aware that there was little to no research in the UK in regards to the involvement of animals in children’s mental health settings. This shocked me as it is felt the benefits of animals for improving mental health was well-known, so I decided to conduct a service evaluation within the Children and Adolescent Service (CAMHS). The Service Evaluation The project used the well-established cognitive behavioural therapy (CBT) anxiety management group which was treatment as usual within the service for this anxiety presentation. We involved one dog for the project, and her and her owner were registered with Pets As Therapy (PAT) volunteers, and the owner was also a volunteer within the North East London Foundation Trust. We set up four groups in the study. All four had the same materials and content used for anxiety management, however two of the groups had the presence of the dog and owner in the room. The dog was not ‘used’ as a therapeutic tool, she was allowed, with the consent of everyone in the room, to be off lead. This meant she and the young people were able to interact as they chose. The owner also was not used or involved in delivering information to the group, she was there to monitor the welfare of the dog. For the project we asked the young people to complete hard copies of Routine Outcome Measures (ROM’s) which were; the Strengths and Difficulties Questionnaire (SDQ), the Revised Children’s Anxiety and Depression Scale (RCADS). These were used as standard measures for this intervention and were completed in the first session and the last session, independently by the young people. We also asked the young people to complete an anxiety rating scale at the start and end of each session where they would rate their anxiety 0-10 (10 being the most anxious). The data was collated and analysed using Excel. Written anonymous feedback about the participants’ experience of having the PAT dog in the group provided additional qualitative data. The Results Results suggested that the presence of a therapy dog significantly reduced young people’s anxiety ratings in five out of six sessions and there was also a higher discharge rate after completing the group (80% with the PAT dog vs 54% without the PAT dog). There were no notable differences in attendance rates or the ROMS used, however we did see an increase in the peer relationship score in the dog group which could indicate that a stronger rapport was built between the young people when a dog was present.  During the final session, the young people in the dog group of cohort one were asked to complete written feedback on their experience of having the PAT dog in the group. Due sickness and holidays only five young people provided feedback, so this was simply reviewed to identify common topics, rather than formally analysed. The feedback indicates that the presence of a therapy dog improved the young person’s experiences, they reporting feeling more relaxed and more confident in the group. Since the Service Evaluation Since the project, I have had my dog Peaches trained and she attends my appointments and meetings with me. I now work in schools and I created a risk assessment with the NHS trust to ensure everyone and Peaches is safe and looked after. As well as the risk assessment being completed before attending a space, if we go to schools, I request a copy of the school’s dog policy. Peaches attends 1:1 sessions, workshops for parents and staff. She appears to be well loved and appears to be ‘celebrity’ at the schools we attend. While working, I ensure the rooms we are using are appropriate for her and if we have hot weather days (which is rare!) she will stay at home and this is explained to the young people. She always has access to water and we have time in between sessions for her to rest or go outside. I was awarded NIHR Career Development Fellowship, which allowed me to have protected time to gain more research knowledge, attend workshops and host a research scoping stakeholder event. We had