Teachers Call Therapy Dogs ‘Transformational’ for Children with Anxiety

New research with Swansea University finds therapy dog visits are helping vulnerable pupils feel calmer, attend school and return to the classroom ready to learn.

Dogs are playing an increasingly important role in helping children struggling with anxiety, emotional regulation and attending school, according to new research involving more than 300 schools across the UK.

Research carried out in a partnership between Swansea University School of Social Sciences and national charity Pets As Therapy (PAT) found 96% of schools surveyed said visits from PAT Dogs support children dealing with stress or anxiety, while the same proportion reported improvements in children’s happiness and the overall wellbeing of the school.

Teachers described the visits as “transformational” for some of their most vulnerable pupils, including children with Special Educational Needs and Disabilities (SEND), Social, Emotional and Mental Health (SEMH) needs, experiences of trauma and Emotionally Based School Avoidance (EBSA).

The research gathered responses from 317 schools receiving visits from PAT Volunteers and their dogs across the UK. It found 94% reported improved social skills and 81% increased enjoyment of reading.

Schools also reported that dogs can help children regulate their emotions and settle sufficiently to return to lessons. Teachers frequently described pupils, particularly those with SEMH needs, returning to the classroom after spending time with a PAT Dog feeling calmer and ready to learn.

The research also highlights the particular role PAT visits are playing in supporting children with additional needs. More than half (58%) of schools surveyed said that over half of the children spending time with their PAT Dog had SEND.

Professor Helen Lewis from Swansea University’s School of Social Sciences, said: “What is striking is how consistently schools describe the difference these visits can make. Teachers aren’t simply telling us that children enjoy spending time with a dog; they’re reporting children feeling calmer, communicating more confidently and returning to the classroom more ready to learn.

“For some of the most vulnerable pupils, including children with SEND and those struggling with anxiety or attending school, teachers describe that impact as transformational.”

Schools shared examples of PAT Dogs being incorporated into support for pupils who find attending school particularly difficult.

In one case, a pupil with SEMH needs who found coming into school highly distressing met the PAT Dog at the school gate on visit days. Walking with the dog and spending time settling before entering the classroom helped them make a calmer and more successful start to their school day.

Another school reported that a pupil experiencing Emotionally Based School Avoidance began looking forward to PAT visits and gradually became more confident and engaged with school life.

Steven Wibberley, Chief Executive of Pets As Therapy, said: “For a child who is anxious, overwhelmed or struggling simply to walk through the school gates, the quiet companionship of a dog can make an extraordinary difference.

“Our volunteers tell us about children who begin to open up, reluctant readers who can’t wait to read to their PAT Dog and pupils who feel able to return to the classroom calmer and ready to learn.

“But we simply can’t keep up with demand. There are so many schools asking for visits and not enough volunteers to reach them all. We want every school that could benefit to have that opportunity, with the right match between volunteer, dog and school so that visits are positive for everyone – including the dogs.”

The findings reflect strong public support for the use of therapy animals in schools.

Separate independent research commissioned by Pets As Therapy earlier this year found 92% of UK pet owners would support therapy pets being used [HEL1.1]in schools to help children manage anxiety or stress.
The Censuswide research, conducted among 2,001 UK pet owners, also found 89% believe pets help children learn empathy, kindness and responsibility.

School visits can support children’s emotional and social wellbeing, communication and confidence, while the charity’s Read2Dogs programme gives children the opportunity to practise reading aloud to a calm, accepting listener.

The research found 85% of school visits involve children reading to PAT Dogs, with teachers reporting increased confidence and enjoyment among reluctant and anxious readers.

For Pets As Therapy volunteer Paul Hallam, who visits schools in Derbyshire with his dog Orla, the findings reflect the moments he witnesses first-hand: “There have been many incredible moments, but seeing an autistic child who is in meltdown and completely overwhelmed come and sit with Orla and, within minutes, become calm and cuddle her is very special.

“I just hold the lead, and it seems Orla knows exactly who needs her attention and help. It’s a silent interaction between child and dog that is incredibly moving to watch.”

Paul has also been capturing his experiences in The Therapy Dog Diaries, reflecting on the small but significant moments that can make a lasting impression on children.

“Because it’s not about what Orla does. More often, it is about what happens simply because she is there.”
Patricia Raymer, a Pets As Therapy volunteer in Hampshire, visits St Jude’s Primary School in Fareham with Belle, a Golden Retriever.

Patricia said: “One of the most rewarding things is seeing a child who is upset or struggling begin to overcome what is affecting them simply because Belle is there with them. Belle has been helping a pupil who has a cochlea implant and is simultaneously learning to read and sign. Belle’s presence certainly helps learning. She is a calming influence.”

Pets As Therapy wants to ensure every school that would benefit from a PAT visit has the opportunity to receive one and is calling for more people to consider volunteering with their pets.

Find out more by visiting: www.petsastherapy.org