Blogs

Howard Zolty, is the CEO/President of the National Organization Of STEM And Literacy Educators. He manages nationwide programmes that utilise innovative strategies to boost literacy and STEM achievement levels, while providing education equity, to help all children have a brighter future.

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: Lilian Christine Dehnel About yourself: Assistant Principal at Bridge Academy: An alternative provision in Milton Keynes that encompasses a pupil referral unit, a medical and mental health provision and an alternative 6th form which Christine operationally leads.  An educator for over twenty years, with the last eight being in alternative schools, and a final year doctoral student with Buckingham University.  Christine is passionate about improving student’s life opportunities through education and her provision was recently recognised as an outstanding sixth form for the work it does supporting and inspiring young people into career paths.  Article summary: In this blog, we hear from Christine Dehnel, Assistant Principal at Bridge Academy in Milton Keynes and a final-year doctoral student at Buckingham University, who has spent over twenty years dedicated to education — with a special passion for alternative provision. Christine shares insights from her doctoral research, exploring what headteachers in alternative schools across England say about animal-assisted approaches. While previous studies often highlight improvements in attendance, behaviour, and wellbeing, Christine’s research goes further, focusing on sustained, real-world interventions. Her findings reveal that beyond the academic benefits, the most powerful impacts are offering young people positive experiences and supporting staff wellbeing. Drawing on outstanding practice from case studies, Christine invites us to rethink how animals can play a vital role in nurturing students and boosting staff morale. If you’re curious about innovative strategies that could shape the future of alternative education, this is a must-read.   Introduction The romanticised “man’s best friend” has seen the involvement of dogs supporting humans develop immensely over the last one hundred and fifty years.  From Sigmund Freud’s use of dogs in children’s therapy, to the growth in diabetic support animals to detect changes in sugar levels, we have embraced the skills and unconditional love these animals can provide.  The latest rise of bringing dogs into schools has a growing research base that supports various school improvements from attendance to behaviour, and there are claims that dogs are making a difference in school settings internationally.  My thesis aims to explore if there is a role for dogs in England’s alternative schools.  Alternative schools across England make up less than 1% of the educational system but work with the country’s most challenging and vulnerable young people who for whatever reason, mainstream school is not appropriate.  From additional educational needs to behaviour challenges, or medical reasons, these students are not able to access mainstream school.  My work sets out to gather the national picture on the involvement of dogs in alternative schools across England and find out if this is just a passing fad with animal enthusiastic headteachers, or if there is a beneficial role for animal-assisted approaches in these provisions.    The National Survey A national survey was carried out in May 2022, which was sent to all 338 registered alternative schools across England for their input into the interventions they supported in school and the perceived most impactful.  Overall, the results revealed that headteachers perceived one-to-one reading interventions as the most impactful support to be offered to young people.  This was followed by therapeutic interventions, group social sessions, and in-class support for students.  Animal-assisted approaches were not in the top five interventions that headteachers found to make the most impact. This is not surprising given that animal assisted approaches were reportedly being undertaken in just under half of schools that participated in the survey.  Many settings without animals cited the cost to the school, risk assessments, and care of the animal in the holidays as reasons for not exploring this, all of which are valid reasons, and need careful consideration for schools contemplating this type of support.  However, there were schools with sustained animal-assisted approaches in place, and these schools then made up my collective case study, to explore the role of the dog further and what was driving this as sustained practice.   The Case Study Findings My thesis explored four different alternative settings across England, with varying specialisms and varying student population, all with over three years of sustained animal-assisted approaches in place.  I wanted to delve beyond the novelty effect and really explore why these schools had continued with interventions involving dogs when nationally there were other interventions having greater perceived impact on student attainment.  What I discovered was unexpected, and yet a powerful foundation for further research.  The most common theme from the case studies was the positive experience having a dog in school provided for young people.  Secondly, it was a boost to staff wellbeing and thirdly it allowed children to have a positive attachment in school.    In addition to these themes which were identified from interviews with staff and headteachers from each school, there were also similar best practice elements discovered in making animal-assisted approaches sustainable for the school.  In each case study the headteachers of these schools were invested in the approach. The dog was not in school every day, it ranged from one day a week to several but not all five days.  The dogs were all small to medium breeds and over two years old with mild temperaments.  And finally, they had dedicated handlers for the dogs to ensure their welfare in school.  In further exploring the themes that emerged, I examined the concept that providing young people with positive childhood experiences may be able to counterbalance adverse childhood experiences to give vulnerable young people better life chances as they become adults.  Adverse childhood experiences can have life limiting effects into adulthood, and this idea additionally links to a re-framed concept of Maslow’s hierarchy of needs proposed by Kaufman.  His model explores safety and connection as a foundation for learning and purpose to be understood in oneself (Figure 1).  Figure 1: Kaufman’s sailboat model (2021) to explain need His work alongside that of Carter on the trauma responsive classroom both identify how important co-attunement is in providing young people with a foundation to enable learning. This refers to a shared emotional resonance and connection

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

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

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.

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