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Theresa Rees
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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

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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.

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Why We Need a National School Dog Alliance – November 2024

Your name and role: Associate Professor of Education at Swansea University. About yourself: Helen is Chair of the National School Dog Alliance, and is passionate in helping colleagues establish happy, healthy school dog programmes. Article summary: In this blog, Helen reflects on why the NSDA was developed, and why she thinks it is so important. Why We Need a National School Dog Alliance (NSDA) If you’ve ever seen the excitement in a child’s eyes when a dog walks into their classroom, you’ll know just how powerful that moment can be. Schools all over the world are embracing the idea of having dogs on-site to help boost student wellbeing, engagement, motivation, and social skills. Research has shown that dogs in schools can help reduce anxiety in children, promote emotional regulation, and even encourage the development of empathy. In an age where mental health is rightfully being prioritised, these are huge gains. Just imagine a child who struggles with social interaction, quietly sitting next to a calm dog, petting it and feeling a sense of peace they rarely get in a busy classroom. It’s a beautiful thing, if we get the right child, with the right dog in the right context.  ‘Pawsing for thought’ But here’s the catch: without proper guidance and structure, not all children, or dogs are going to benefit equally. In fact, it could go terribly wrong. The realities of bringing a sentient animal into an already busy school context needs careful preparation, planning and managing. ‘Tails of the Unexpected’ A recent study we conducted involving over 1,000 teachers across the globe revealed some surprising, and frankly, concerning findings. While most teachers are excited about the potential benefits of having dogs in their classrooms, they’re also facing unexpected challenges. Problematic incidents happen, and many teachers say that they just aren’t prepared to handle them. This is not surprising – teachers are talented, hardworking and creative, but most are not trained dog handlers. Some teachers reported feeling completely out of their depth when it came to working with a dog alongside their learners. What if a child is terrified of dogs? What if the dog becomes anxious and reacts in a way that could be unsafe? These are real issues that need addressing. In our research project, when we analysed video material of interactions between children and dogs, whilst most were joyful, we also saw times when dogs were clearly feeling stressed. And it gets more complicated. Many schools are adopting dogs without any formal guidance or experience. The practices vary widely. Some dogs belong to a staff member and come to school every day, while others visit periodically through established organisations. The problem is, for schools going it alone, there’s no consistent approach, and no freely available ‘go-to’ set of guidelines to ensure that these interactions are positive and productive for everyone involved. How can the NSDA make a difference? So, where do we go from here? This is where the National School Dog Alliance can step in. We hope that the NSDA can become a game-changer by bringing together academics, educators, allied professionals, canine behavioural experts, and policymakers to create a cohesive community to promote discussion around effective principles to integrate dogs into schools. Imagine a world where every teacher who wants to introduce a dog into their classroom has access to case studies, resources and best practice exemplars. Where every school has clear guidelines on how to manage the dog’s welfare, alongside the wellbeing of the children. And where there is a body lobbying towards national standards for evaluating the impact of having a dog in the classroom. That’s the future we need to aim for. The NSDA will also provide much-needed support for teachers who are eager but unsure how to proceed. It would serve as a network where educators can access training, get advice, and even share their experiences. And it wouldn’t just stop at the UK—there’s potential for international collaboration, sharing knowledge between countries like Germany, the Netherlands, and beyond. This would allow for a rich exchange of ideas and best practices, ensuring that no matter where you are, the integration of dogs in schools is done with care, precision, and attention to detail. The most exciting part? The NSDA won’t just be about guidelines and policies—it would be about creating a true community. Teachers, dog trainers, researchers, and students would all have a role to play in shaping the future of school dogs. Our website would be the key vehicle for sharing resources, but more importantly, for fostering conversations. Imagine being able to tune in to a podcast where international experts discuss key issues relating to all things canine or attend an online conference where teachers can meet with canine experts, policymakers, and even researchers from universities across the globe. Or having the opportunity to recognise the work of your school’s dog through the UK School Dog of the Year competition. The discussions would be rich, and the potential for change immense. So yes, school dogs have the potential to make a massive difference in the lives of children—but only if we get it right. We hope that the National School Dog Alliance will be a vehicle to help us do just that. Let’s build this together and ensure that every child who encounters a dog in their school has a safe, positive, and transformative experience. It’s time to turn this wonderful idea into something that works for everyone, including the dogs. References or further reading Lewis, Helen, Godfrey, Janet Oostendorp, Knight, Cathryn (2023) Tales of the unexpected: Teacher’s experiences of working with children and dogs in schools, Human-Animal Interactions. www.cabidigitallibrary.org

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