Comparative analysis of multiple stakeholder perspectives on the benefits of school-based therapy dogs at a special education school

Abstract

Abstract One response to the academic and mental health struggles of youth has been the introduction of therapy dogs in school settings. Animal-Assisted Services (AAS) describe processes where trained and registered dogs and their handlers collaborate with educational professionals in the delivery of educational and therapeutic services. This cross-sectional study investigated the perspectives of various stakeholders at a school with a long-standing AAS program. The Calais School serves students with multiple disabilities in grades K-12 + and integrates dogs in activities from casual “meet and greets” to complex tasks such as in Occupational Therapy. While prior research supports AAS benefits in social, emotional, behavioral, and academic areas, most have focused on short-term AAS and solicited feedback from students, teachers, or parents. To our knowledge, the current study is the first to investigate perceptions of a long-standing program incorporating the views of six stakeholder groups within a single school (classroom teachers, professional staff, other staff, handlers, parents, and students). A 2023 online survey returned 161 responses. The 4-point Likert agreement scale was dichotomized to “agree” or “disagree” prior to statistical analysis. Broad student benefits were noted by all stakeholders, including well-being and socio-emotional competence, as well as a positive school climate. The most consistent group difference was that students rated benefits lower than staff and parents. Students who worked directly with the dogs and those who encountered them casually reported similar benefits. Staff and students directly participating in AAS observed academic benefits as well. This study contributes to the literature on AAS as it assesses benefits across multiple stakeholders and directly compares student groups with different levels of dog interaction.