Schools are increasingly turning to support dogs to help students manage anxiety and improve their overall wellbeing, recognising the strong connection between emotional comfort and learning outcomes.
The Emergence of Support Dogs in Schools
In Christchurch, a young golden retriever named Goose has joined the staff at both Shirley Boys’ High and Avonside Girls’ High, working weekly in sick bays and counselling spaces to support students who experience anxiety and stress. Goose’s presence is simple: the dog offers companionship, unconditional support, and a calming influence in moments when students feel overwhelmed or emotionally challenged.
Schools are reporting that these canine companions provide non-judgmental interaction that can reduce students’ sense of isolation and nervousness, aligning with broader observations that many young people are experiencing higher levels of anxiety, which can interfere with concentration, attendance, and engagement at school.
Why Dogs Can Help
Research from international education and therapy organisations suggests that the presence of therapy and support dogs in school settings offers several socio-economic benefits. These benefits can directly support wellbeing and learning:
– Reduced anxiety and stress – Interacting with a calm, friendly dog can lower physiological stress responses and create a sense of safety and comfort.
– Increased focus and engagement – Students often find it easier to stay calm and engaged when a dog’s presence helps reduce emotional barriers to learning.
– Improved social interactions – Dogs can act as social bridges, encouraging communication, cooperation, and connection among students and staff.
– Support for reading and personal expression – In some programmes, students are encouraged to read or talk to a dog, which can be less intimidating than speaking in front of peers.
How Support Dogs Are Used in Practice
Support dogs are typically integrated into school routines through collaboration between counselling teams, wellbeing coordinators, or external organisations. In many cases, the dog’s handler is a trained staff member or volunteer who understands both canine behaviour and students’ emotional needs.
The dogs may be available in quiet spaces like wellbeing hubs, counselling offices, or designated calm zones where students can choose to spend time with them. This flexible, student-centred approach means interactions are voluntary and adjusted to individual needs, rather than forced or structured like formal lessons.
Considerations and Best Practices
While the benefits of support dogs in schools are well-reported, successful implementation requires careful planning. Schools interested in adopting similar models should consider:
– Animal welfare and training – Dogs must be well-trained, calm, and comfortable in busy school environments. Their health and emotional needs should be prioritised.
– Allergies and sensitivities – Some students and staff may have allergies or phobias related to dogs, so inclusion plans and alternative supports are important.
– Clear policies and supervision – Schools benefit from developing clear guidelines that outline the dog’s role, interaction boundaries, and supervision requirements.
The Impact on Wellbeing and Learning
By providing calm, compassionate support, these dogs can help reduce barriers to learning and build positive environments where students can feel seen and supported. Support animals are emerging as one meaningful strategy among a range of social-emotional supports that contribute to healthier, more engaging learning.
