Three Things to Know
Dogs Trust in the UK conducted a pilot program called Introduction to Dog School (ITDS), a free dog training course targeting dog owners from lower socioeconomic backgrounds. The program offered both in-person and online options. Researchers aimed to investigate the dropout rates of ITDS compared to the regular, fee-based Dog School (DS) program.
Researchers found that ITDS exhibited significantly higher dropout rates than the DS program. Notably, all 32 participants in the online ITDS component withdrew from the course. Furthermore, data revealed that within the ITDS participant group, those who completed the program tended to have higher socioeconomic status than those who dropped out.
The study highlighted a critical need for accessible dog training resources for individuals from lower socioeconomic backgrounds. This need is underscored by the finding that this population often lacks awareness of positive dog training methods. As a potential alternative to separate programs like ITDS, researchers recommended exploring the feasibility of offering subsidized participation in the existing DS program.
For Dog Welfare Practitioners:
This study highlights a critical dilemma: while dog training is often a key solution to addressing the root causes of dog surrenders, particularly among low-income owners, this population may face significant barriers to accessing and completing training programs.
The study found that while free or low-cost training programs are essential, simply offering them may not be sufficient. For example, the online training component of this pilot program had a 100% dropout rate, demonstrating the limitations of this approach.
To improve program effectiveness, dog welfare professionals should consider the following:
- Build Community: Foster a sense of community among participants by encouraging peer support and creating opportunities for informal networking.
- Increase Flexibility: Offer flexible scheduling options to accommodate the diverse needs and constraints of low-income families.
- Address Underlying Barriers: Conduct further research to understand the specific barriers faced by low-income owners in their community and tailor programs accordingly.
Ultimately, each shelter must experiment to find the most effective strategies for engaging and supporting their specific community.
The Full Picture
Behavior problems are a major contributor to dog relinquishment to shelters, with studies highlighting them as a primary reason cited by owners. Research indicates that early behavioral guidance and training courses significantly decrease the incidence of unwanted behaviors and, consequently, the risk of relinquishment. In response, Dogs Trust, a rehoming organization in the UK, created Dog School to provide training classes to foster positive dog-owner relationships and prevent future behavior issues.
Recognizing that the £55 fee for Dog School may be a barrier for some, a pilot program called Introduction to Dog School (ITDS) was launched to offer free training to individuals from low socioeconomic status (SES) communities. Despite being free, challenges such as transportation, childcare, and unpredictable schedules can still hinder participation. Drawing parallels with child behavioral programs, which have demonstrated lower participation rates among low-SES families, the study hypothesized that providing free classes alone might not guarantee accessibility. ITDS offered two modalities: in-person classes and online modules, with the latter intended to address logistical barriers by enabling participants to train at home. However, online learning is known to face challenges such as low engagement and high dropout rates.
The study, titled “Impact of Socio-Economic Status on Accessibility of Dog Training Classes,” aimed to:
- Compare attendance rates and attitude changes between the in-person and online ITDS courses.
- Examine the impact of SES factors (income and benefits status) on attendance.
- Evaluate how attendance and attitude changes in ITDS compared to those in standard Dog School classes.
Study Methods
Format of the Introduction to Dog School (ITDS) Pilot Program
The ITDS face-to-face program comprised three weekly sessions conducted at the recruitment venue. The initial session focused on foundational canine behavior principles, with owners participating without their dogs. Subsequent sessions involved practical training with their dogs. The course content, condensed from the six-session paid Dog School (DS) program, encompassed the same core topics, albeit with reduced time for practice and trainer interaction. Class sizes were limited to six dogs, allowing for personalized instruction tailored to participant needs.
The online ITDS course provided participants with access to three training modules through a digital platform. These modules incorporated text, interactive quizzes, and instructional videos, mirroring the content of the face-to-face program. Participants could complete the modules at their own pace and in any order.
Study Participants
ITDS: Participants were recruited at Dogs Trust community events held in low socioeconomic status (SES) areas, specifically Middlesbrough and Hartlepool, recognized as among the most deprived regions in England. Recruitment took place at community venues where Dog School staff set up stands, offering potential participants the option to enroll in either the face-to-face or online ITDS program. No significant SES differences were found between ITDS participants who enrolled in the online or face-to-face modalities.
DS: Additionally, participants were recruited from paid Dog School (DS) classes within the same geographic area to augment the sample size. All participants resided within the Tees Valley region, known for its high levels of deprivation.
All participants were asked to complete pre- and post-course surveys to assess their attitudes toward dog training and behavior. These surveys also collected data on socioeconomic indicators, such as household income and benefits status.
Study Results
Dropout Rate
The study observed high dropout rates for both the online and face-to-face Introduction to Dog School (ITDS) classes. Of the 51 participants enrolled in the face-to-face classes, 43% did not complete the program. In addition, all 32 participants of the online course dropped out. On the other hand, dropout rates for the concurrent paid Dog School (DS) classes in the same region were lower, at 24%.
Reasons cited by some face-to-face ITDS participants for dropping out included owner illness, work commitments, unsuitable dog behavior, dogs entering their estrus cycle (coming into season), or the dog being rehomed.
Socioeconomic Status As A Factor
A clear disparity in socioeconomic status (SES) was evident between ITDS and DS participants. ITDS participants were more likely to have lower household incomes and rely on government benefits compared to DS participants. Specifically, 40% of ITDS participants reported annual household incomes below £15,400, and 36% reported receiving government-provided low-income benefits, compared to 9% and 12%, respectively, for DS participants.
Furthermore, SES differences were observed within the ITDS participant group. Those who completed the course were more likely to have higher incomes and less likely to receive low-income benefits than those who dropped out. Among course completers, 21% had incomes below £15,400, and 17% received benefits, while these figures were 50% and 46%, respectively, for non-completers.
Other Potential Factors Affecting the Dropout Rate
Several factors likely contributed to the observed dropout rates. DS participants, having paid for the course upfront, may have been more motivated. Furthermore, they were self-motivated to enroll in the course. In contrast, ITDS participants were primarily recruited at community events, often without prior intention to enroll in a training course.
The age of the dogs involved may have also played a significant role. DS primarily attracted younger dogs (average 5 months old) whose owners were seeking puppy classes. ITDS, on the other hand, included older dogs (Face-to-face: 2 years old; Online: 5 years old). This age difference may have made training progress less noticeable for ITDS participants, potentially contributing to their higher dropout rates.
Impact of DS and ITDS Courses on Attitudes
The study revealed that participants who completed the ITDS and DS courses exhibited significant improvements in their attitude scores, as measured by pre- and post-course surveys. This finding suggests a positive impact of both programs on participants’ attitudes towards dog training and behavior. However, DS participants demonstrated significantly higher scores on both pre-course and post-course surveys compared to ITDS participants. Despite these initial differences, the median improvement in attitude scores was comparable for both groups, with no significant difference in the extent of attitudinal change observed between ITDS and DS participants.
Recommendations
Evidence suggests a significant demand for dog training within low-SES communities, supported by observations from campaign staff and research linking low SES to canine behavioral issues and dog bite incidents. Furthermore, ITDS participants exhibited lower pre-course attitude scores, indicating a lack of awareness regarding positive training methods within this demographic. Despite low engagement rates, the study emphasizes the need for targeted training interventions to address these gaps.
The online ITDS course proved particularly unsuccessful, with only 12 participants completing at least one section of the 19-module program and none finishing the entire course. This outcome aligns with broader trends of high dropout rates in online learning environments and highlights the need for improved engagement strategies. Future iterations could incorporate user testing, gamification elements, and social networking features to enhance retention rates.
The researchers also recommended further qualitative research to comprehensively understand the barriers faced by low-SES dog owners. This research should include interviews with both attendees and non-attendees of the program. Additionally, offering partially subsidized DS courses instead of running separate classes could serve as a valuable pilot program to assess the impact of financial investment on engagement. These insights will be crucial in informing the next phase of the ITDS program, with a primary focus on overcoming barriers and improving accessibility for low-SES dog owners.
Miscellaneous
Data From Study:
–
Year of Publication:
2019
External Link:
Harris L, Durston T, Flatman J, Kelly D, Moat M, Mohammed R, Smith T, Wickes M, Upjohn M, Casey R. Impact of Socio-Economic Status on Accessibility of Dog Training Classes. Animals. 2019; 9(10):849. https://doi.org/10.3390/ani9100849