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