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Theresa Rees
Blogs

The Privilege of Working with School Dogs: A Journey with Milo and Takoda

Your name and role: Theresa Rees – Speech and Language teaching assistant, Glyncollen Primary School, Swansea About yourself: I am passionate about animal assisted learning, sensory integration, strengthening relationships, supporting health & wellbeing and making a difference, whether that is through my role in school or as a dog trainer and owner.  The happiness and wellbeing of all who I work with is so important to me, especially the wellbeing of my dog. Article summary: A day in the life of a school dog I am incredibly lucky to own and work alongside my two school dogs. Not all dogs are suited for school life, and it’s important to recognise that not every dog would enjoy the experience. I had the privilege of working with Takoda, my first school dog, until he passed at age 11. Though his loss was heartbreaking, Milo has continued by my side, making a profound impact through one-on-one targeted interventions and larger class, school, or community events. Milo is a trained as a ‘Burns By Your Side’ Reading dog, trained up to Gold Kennel Club Standard and having passed rigorous testing by the team at the Burns Foundation, a local charity. His temperament and skills make him ideally suited for school life. As his handler, I undergo safeguarding training and know who the safeguarding officer is, as well as the reporting procedures. I ensure risk assessments and appropriate insurances are in place, keeping both Milo and the learners safe. Ensuring the dog’s health, welfare, and well-being For me, the most important element of having a school dog is the dog’s health, welfare, and wellbeing. It’s crucial that I understand what Milo is communicating and make sure he is always happy and comfortable in school. Our strong bond helps me read his body language, ensuring he is never stressed or placed in a situation where he feels unsafe. This attention to Milo’s wellbeing starts before we even enter school. Milo has regular health checks, is vaccinated, treated for parasites, and groomed to maintain his health. He loves his grooming routine, which gives me the chance to check for any signs of discomfort. His “spa day” the night before school is one of his favourite activities! Milo also has a unique way of letting me know if he’s ready for school. He has his own school dog bag, which includes his jacket. If he’s excited to go, he’ll sit to have the jacket fitted. On one occasion, though, when he had the start of an ear infection, he simply turned and went back to his bed. Listening to him helps me ensure he’s always comfortable and ready for the day ahead. Creating an enabling environment and routine In school, Milo has a designated toileting area, and all staff and students receive guidance on how to approach him and ask for permission before greeting him. His body language and interactions are closely monitored, and if at any point Milo signals that he’s had enough, the interaction ends. Milo’s presence is announced in the foyer, but he is always kept on a lead and supervised to ensure everyone’s safety. All of Milo’s sessions are carefully planned and targeted using a child-centred approach, with collaboration from myself, the learner, the head teacher, class teacher, and parents/carers. Group sessions involve support staff, and all interventions are designed with clear goals and outcomes. Before any one-on-one intervention takes place, I always seek permission from parents or carers. In these sessions, Milo supports learners through reading activities, sharing a book, and creating a calm, inviting space that promotes confidence and well-being. Using a co-regulation approach, Milo helps build relationships in a non-judgmental way, offering a calming presence. These sessions aren’t just about reading; they often involve picture books, outdoor activities, and even learning through play, using games and resources tailored to the learner’s needs. Milo works one-on-one or in small groups of up to four learners, over an hour, with sessions lasting either half or a full term, depending on the needs of the learners. Beyond this, Milo plays a holistic role in the school through whole-class reading sessions, well-being workshops, and community-linked events. He has also supported school-wide celebrations, assemblies, and even had the honour of reading with children at Crufts 2024 in the Kennel Club Bark and Read area. Throughout every interaction, I closely monitor both Milo and the learners. If either shows signs of stress, the session ends positively. In group settings, trained supporting adults assist me to ensure the interactions are safe and beneficial for everyone involved. Milo has frequent comfort break in a designated area and his bed and water bowl are strategically placed gave him the choice to take a break when needed, ensuring that Milo was always comfortable. Involving the community A recent community event highlighted just how special Milo is. We planned a well-being session that brought together our youngest students with their parents and older community members. This was helpful to help them all understand the reasons why we have dogs in our school. The room was filled with smiles, laughter, and engagement, and Milo instinctively knew who needed his attention. Watching him calmly interact, providing comfort where it was needed most, filled me with pride. Milo’s work is truly remarkable, and he continues to amaze me with his ability to make a difference. Whether through individual sessions or larger community engagements, his presence brings joy, comfort, and support to everyone he encounters – especially me. Key Takeaways or Keywords Cater for the needs of children and dogs carefully Establish enabling environments and routines Ensure clear communication for all Reflection Points How do you ensure that your environment is going to enable happy, healthy interactions? How do you prepare your dog, and monitor them while they are in school Find Out More https://johnburnsfoundation.org/burns-by-your-side

Wilf art
Case Studies

Case Study: Vicki Cutting and Wilf

Case Study: Vicki Cutting and Wilf Vicki Cutting is an Emotional Health Worker and SEND Personalised Programme Mentor at the Respect Collaboration of Schools in Derby, which caters to 11-16-year-olds with diverse educational needs. With over 30 years in special educational needs and disabilities (SEND), Vicki has dedicated her career to supporting children with social, emotional, and mental health difficulties. She has worked extensively with children experiencing anxiety, autism, and other challenges. Vicki also provides support in care homes as part of the Virtual School, holding qualifications in Animal Assisted Therapy. Her work with therapy dogs has become a crucial aspect of her approach to creating safe and supportive learning environments for these students. About your dog Wilf, Vicki’s current therapy dog, is a male cockapoo trained as a Facility (Assistance) Dog through Darwin Dogs Assistance Dogs Charity. Purchased from a breeder with the intent of being trained for therapy, Wilf supports students across several Respect School campuses three half-days per week. Vicki is by his side during all sessions, and special resting areas are provided to ensure Wilf’s well-being. His primary tasks include playful interaction, “pressure” (placing his chin on a student’s knee for comfort), and aiding transitions within the school. Your School The Respect Collaboration of Schools serves students with complex needs, including a Special School for pupils with social, emotional, and mental health issues, a Pupil Referral Unit, and provisions for students with medical needs who have Education Health and Care Plans (EHCPs). Many students have faced significant challenges in previous schooling, with histories of exclusion, low academic skills, or minimal formal education. The school prioritises turning around students’ attitudes toward learning, and Vicki’s work with Wilf is central to this mission. Why Did You Decide to Get a School Dog and How Did You Go About This? Vicki saw the potential for a therapy dog to play a transformative role in supporting Respect students, especially those struggling with anxiety, trauma, and behavioural issues. Drawing from her previous success with her first therapy dog, she introduced Wilf to provide comfort, companionship, and a safe emotional outlet for students. Wilf’s training was tailored to his role in school, ensuring he could effectively engage with students while managing the unique demands of a school environment. Vicki collaborated with school leadership to develop comprehensive policies, protocols, and risk assessments to protect both Wilf’s welfare and the students’. Current Achievements and Examples of Successes with Pupils Wilf’s presence has had a profound impact on students at the schools. Students who were previously disengaged from learning now attend classes with confidence, motivated by their bond with Wilf. He offers a “breathing space” for students in between challenging moments, whether it’s through walking around school grounds, sitting quietly, or participating in emotional support sessions. Students frequently express that Wilf’s kindness and patience make them feel “safe,” “welcome,” and eager to improve their reading and social skills. Wilf has also been instrumental in supporting students during transitions, helping them navigate the school day with reduced anxiety. His presence has enabled some students to feel comfortable expressing emotions, boosting their confidence in communicating with school staff. Wilf’s work with speech and language therapists has further supported students in their rehabilitation and preparation for reintegration into mainstream schooling. Things That Work Well To protect Wilf’s well-being, he works only three half-days per week, with a strict focus on resting time. His key tasks—play, pressure, and transition—are tailored to support student needs while considering his comfort. Kingsmead has created a “literacy box” with animal-themed books and colouring supplies for when Wilf isn’t present, so students can still connect with him indirectly. Additionally, Wilf has a social media presence, which the school uses to raise awareness of mental health issues and foster a safe space where students can communicate with Wilf online, with responses managed by staff. Contribution of the National School Dog Alliance (NSDA) to Schools Vicki believes that the NSDA can play an invaluable role in supporting schools by establishing standards and guidance for introducing therapy dogs. The NSDA’s input could help schools develop safe, effective protocols tailored to the unique dynamics of educational settings. By fostering shared practices and creating a network for schools with therapy dogs, the NSDA could facilitate knowledge-sharing and professional development, empowering schools to implement animal-assisted interventions safely and compassionately. The NSDA’s support would be instrumental in formalising practices that prioritise both the well-being of therapy dogs and the needs of students. This case study encapsulates Vicki Cutting’s dedication to her students’ emotional well-being through her innovative work with Wilf, illustrating the transformative power of dogs in education.

Podcast

Podcast with Jen Von Lintel

Podcast With Jen Von Lintel In this podcast, Jen VonLintel, a seasoned school counsellor and animal-assisted intervention specialist from Colorado, USA, shares her extensive experience in developing high-quality school dog programmes. Jen’s journey began in 2009 with a research study by the Human-Animal Bond in Colorado (HABIC), leading her to establish an animal-assisted intervention (AAI) programme at her school with her golden retriever, Copper. Today, Jen plays a crucial role in mentoring professionals, screening therapy dog teams, and facilitating therapy dog training for her district. Jen’s expertise includes trauma-informed canine interventions, recognized by her 2018 Magic Award from Pet Partners, and her leadership extends to managing a 6,000-member community of educators on the School Therapy Dogs Facebook group. She has contributed to key resources, including co-authoring Pathways for Implementing a School Therapy Dog Program, and regularly presents at national conferences. Driven by her dedication to ethical and impactful AAI, Jen’s ongoing work with organisations like HOPE Animal-Assisted Crisis Response and the Association of Animal-Assisted Intervention Professionals exemplifies her commitment to advancing the field. Click Here To Listen

Podcast

Dr Marc Abraham, OBE

Dr Marc Abraham, OBE In this podcast, Dr. Marc Abraham OBE—a veterinary surgeon, author, and passionate animal welfare campaigner—dives into the world of school dogs. As an ambassador for the National School Dog Alliance (NSDA) and secretariat of the All-Party Parliamentary Dog Advisory Welfare Group (APDAWG), Dr. Marc brings unique insights into why school dogs are so important, how to keep them healthy, and how we can all be advocates for animal welfare. Known for founding PupAid and spearheading Lucy’s Law, he has transformed animal welfare in the UK, and his work continues to inspire animal lovers and campaigners nationwide. Click Here To Listen Watch This Podcast

Blogs

Why Every School Needs a School Dog, and Why Standards Matter

Your name and role: Mark Wilson About yourself: Primary School Teacher in a rural primary school near Canterbury, Kent. School Dog owner and handler. Article summary: A school dog can be transformational, from providing emotional support to pupils, helping them manage anxiety, and creating a positive classroom atmosphere, to enhancing learning, particularly for reluctant readers. The presence of a dog encourages responsibility and a sense of belonging within the school community. However, with the rapid rise in the number of school dogs, it’s now time to consider adopting national minimum standards to ensure the safety of both the dogs and pupils. Training programs for school dogs currently vary in length and quality, with some dogs entering schools untrained. Proper policies, training, health checks, and insurance are essential for minimising risks. Introducing school dogs can be transformative, but it must be done responsibly, with a focus on safeguarding the wellbeing of the animals, pupils, and staff. As a primary school teacher and school dog owner, I see firsthand the incredible benefits that a school dog brings to the classroom. Our school dog, Mr Floss, has become a beloved member of our community, fostering a calming environment for pupils and providing a unique form of support. From helping children with anxiety to encouraging reluctant readers, the presence of a trained dog in school transforms learning in ways that are hard to replicate with traditional methods. One of the most inspiring moments I’ve seen involved a child who had selective mutism. They wouldn’t speak to adults or peers, but something about the gentle, non-judgmental presence of Mr Floss made them feel safe. Over time, they began to whisper to the dog, and eventually, they started reading aloud to them. It was a breakthrough moment. This child, who had never spoken in class, found their voice through the unconditional companionship of our school dog. Our dog has also been instrumental in helping children who struggle with school attendance. We’ve had several children with emotionally based school avoidance who simply wouldn’t come to school until they learned they could spend time with Mr Floss. For them, the promise of seeing the dog made the school environment less intimidating. Mr Floss has even helped children overcome deep-rooted fears of dogs. One pupil, who had been terrified of dogs after a bad experience, gradually grew comfortable being around Mr Floss because of his calm and gentle nature, and this shift had a profound effect on their confidence and emotional well-being. The Growing Trend – And Why We Need National Minimum Standards There’s no denying the rise in schools introducing dogs, which is exciting. However, the rapid increase raises an important question: Are we doing enough to ensure the safety and wellbeing of both the dogs and the children?   Currently, the standards for training school dogs vary greatly. Some training programs last a day, others can stretch over several months and years with rigorous assessment points. Some dogs enter schools with no formal training at all. While well-meaning, this can pose risks. School dogs need specific training to handle the unique demands of a school environment – loud noises, sudden movements, and unpredictable interactions with young children.   Just as important as the dog’s training is the school’s preparation. Some schools, like ours, have clear policies, insurance, and protocols in place to ensure the safety of everyone involved. Unfortunately, not every school has taken these steps. Without proper policies, schools are putting themselves at significant risk if something goes wrong. Why National Minimum Standards are Needed It might be beneficial to start exploring the idea of introducing nationally agreed minimum standards to guide how schools bring dogs into their environments. These standards could include:   Comprehensive Training: Dogs must be properly trained not just in general obedience, but in school-specific situations.   Health and Welfare: Dogs should undergo regular health checks to ensure they’re fit to be in a school environment.   School Policies and Insurance: Every school with a dog should have a clear policy in place, including risk assessments and necessary insurance to protect both the dog, the pupils and staff.   Introducing a school dog can be a beautiful experience, but it must be done with care and attention to detail. With proper training and clear guidelines, we can ensure that the growing trend of school dog’s benefits everyone in schools – especially our beloved four-legged friends. Key Takeaways or Keywords Emotional support: School dogs help reduce pupil anxiety and create a calm learning environment. Responsibility: Caring for a dog fosters empathy and life skills in children. Enhanced learning: Dogs can improve engagement in activities like reading and writing. National minimum standards needed: Varying levels of training and preparation create risks without clear guidelines. School policies and insurance: Proper protocols must be in place for safety. Reflection Points Should all schools with dogs be required to follow nationally agreed standards and undergo specific training programs? How can we balance the desire for school dogs with the responsibility of ensuring safety for pupils and the animals? What might be the consequences for schools that introduce dogs without proper preparation? Glossary School Dog: A dog trained to work in a school setting, providing emotional support, assisting in learning, and enhancing the overall school environment. National Minimum Standards: A set of guidelines and policies that ensure the consistent training, welfare, and safety of school dogs across the country.

Emma and Robbie NSDA
Case Studies

Emma and Robbie Richards

Emma and Robbie Richards Miss Emma Richards SENDCO and Assistant Principal About yourself I began my school journey as a 1-1 SEN support assistant. I increased my hours to become and class teaching assistant and then decided to take the plunge and complete a BA (Hons) in Primary Education. I qualified as a teacher in 2013 and then joined Inspire Academy in 2016 where I became SENDCO and a member of the senior leadership team. About your dog Robbie is a six-year-old, black Labrador retriever. Robbie started coming into school when he was just 8 weeks old to have a sniff and to say hello. He then joined fully when he was around 14 weeks old back in September 2018. Robbie loves to explore and will spin around during the ‘zoomies’ which is his signature move. Robbie loves to swim and would spend hours going in and out of the sea chasing his ball. Robbie’s two favourite things are snuggling and eating – he will eat anything! Robbie doesn’t want to miss out – he often sleeps in between the children’s chairs or if we pause for a movement break he will join us at the front of the class for a dance. Robbie loves to pull the stuffing out of toys – he thinks that is the aim and will then carry around an empty toy. He loves going on walks and will make eye contact with people until they stroke him when we are out. About your school Inspire Academy is a very special place to work. We are a two-form entry primary school and we have around 440 pupils on roll. We are based in Ashton-under-Lyne which is a market town in Tameside, Greater Manchester.  Our school only opened in 2015 and we added a new year group each September, growing year on year until we were finally full. This was an amazing experience to be a part of because it helped us to bond and develop the relationships between the staff, parents and children. We are part of the Victorious Academies Trust which currently has around 13 schools in Tameside. We have a vision for education that builds pathways for all, focusing on personal progress, academic progress, character development and progress to employment. Lifelong learning, professional development and community involvement are core to our purpose.  Why did you decide to get a school dog and how did you go about this? The school senior leadership team attended a speech and language conference and there was a therapy dog there. The therapist spoke about how engaging it was to have a dog and the positive impact that it had on the children’s development. We all joked and said that we wanted a school dog for Inspire Academy. However, the more we thought about it the better an idea it became – it stopped being a joke and we began to research properly.    We researched dog breeds and settled on a Labrador due their affectionate, loyal and loving nature. We discovered that many specialist schools had animals and dogs but that it wasn’t as common in Mainstream settings. We managed to find and make links with a couple of schools who had dogs and discussed best practice with them. I presented my research and findings to the school Governors and Trust Senior Leadership Team to get the final seal of approval. Once everything had been agreed officially I began my search for a reputable breeder. We discussed the plan for the dog and the breeder helped us to choose the most appropriate pup. I then attended a 2-day course with Archie Therapy – a successful school dog and his owner in Blackpool – and gained invaluable knowledge and experience surrounding how school could benefit from the human-animal interaction and how to implement it ethically, safely and effectively. We wrote to our parents to let them know that a new member of the Inspire staff team would be joining us in September 2018 and created a Twitter page so that the school community could follow Robbie’s story from the moment that we collected him. What are your current achievements eg examples of successes with pupils Things that work well Robbie loves to go on the school gate in the mornings and greet the children and parents. Robbie is good at helping children come into school if they are feeling unsettled and struggling to separate from their parents. Robbie attends local trips with pupils (e.g. over to the local park or nature walk). Robbie can help pupils to settle when they are feeling dysregulated. We take him for a walk or just sit with him. We have stickers printed with Robbie’s picture on – children will bring their work to show Robbie and he will give them a tail wag and a smile. Robbie meets guests when they visit school – he has met Olympians, dinosaurs, scientists and authors. Robbie’s twitter page is really successful – I think it’s a real honest reflection of his time in school. The children like to see what he gets up to and the parents can follow his journey too. Robbie spent a lot of time with Year 6 during the SATS period and gave lots of snuggles to keep everybody calm and settled. The children always find ways to include Robbie which is lovely – Easter egg making competition their were entries of Robbie. We had a ‘dress as something you love’ day and a child came dressed as Robbie which was lovely. Other schools within our Trust now have school dogs and we try to meet within the year for doggy play dates. Things that I think are important to mention: We have the Blue Cross charity come into school each year to deliver a dog safety assembly. They discuss dog behaviour and how to interact with a dog. I also mention how to interact with Robbie during assemblies and all staff reinforce this when children interact with Robbie. The

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