Three Things to Know
Children with special educational needs often face social exclusion, contributing to a less favorable school climate. German researchers investigated animal-assisted pedagogy’s potential to address this issue.
Interviews with four participating classes showed significant improvements: enhanced social participation, a more relaxed classroom atmosphere, and strengthened peer and student-teacher relationships.
Students emphasized the dog’s role in creating a common, shared experience and enabling caregiving, which promoted cooperation, shared goals, and emotional development.
For Dog Welfare Practitioners
The growing body of evidence supporting animal-assisted education (AAE) is reinforced by studies in the Netherlands, Hong Kong, and China, which demonstrate increased student confidence, improved behavior, and enhanced empathy through interactions with dogs.
While AAE gains popularity in Europe and Oceania, caution is warranted. Dog welfare organizations, like Dogs Trust, raise legitimate concerns about canine welfare in school settings. However, rather than outright opposition, these organizations should actively shape AAE standards and initiatives. Programs like Australia’s Dogs Connect, which prioritize dog welfare, exemplify a responsible approach.
Dog welfare organizations can play a pivotal role in selecting suitable shelter dogs, developing foster programs for long-term residents, and training teachers as canine guardians. This proactive engagement allows them to expand their community impact and offer valuable, community-enriching programs.
The Full Picture
Children with special educational needs (SEN) face a high risk of social exclusion, experiencing lower acceptance, weaker peer relationships, and less favorable perceptions of the school climate. Factors such as weak academic performance, behavioral challenges, and the “labeling effect” of SEN status also contribute to exclusion.
Research suggests that a positive classroom climate and inclusive pedagogical strategies can improve social participation, but structured approaches remain limited. Animal-assisted pedagogy has gained attention as a potential intervention, with studies indicating benefits such as reduced aggression, increased student attention, and lower stress levels, particularly for children with SEN. However, most research focuses on small-scale, out-of-school interventions, leaving gaps in understanding how school-based programs impact students’ social inclusion.
This study, titled “The Impact of a School Dog on Children’s Social Inclusion and Social Climate in a School Class”, aims to assess the impact of school-based animal-assisted pedagogy on social inclusion, drawing on role theory to examine its influence on school structures and interactions.
Study Methods
The research follows a pre-post design, involving 30 students from four diverse school classes in North Rhine-Westphalia, Germany. Students were interviewed before and after a six-month intervention, during which they attended 90-minute lessons with a school dog one to three times per week. The interviews explored changes in social participation, classroom climate, and perceptions of animal-assisted teaching.
Study Results
Interviews with students confirm and expand previous findings that AAE fosters social participation, reduces aggression, improves emotion regulation, and creates a relaxed classroom atmosphere. Students perceive school dogs as attachment figures and report positive effects on pro-social behavior, mood, and peer relationships. AAE also enhances class cohesion by providing a shared responsibility for the dog’s welfare, and students valued their interaction with the dog as a unique and special aspect of their learning experience. However, social exclusion may occur if some students lack interest in the dog.
The presence of a school dog influences students’ and teachers’ mutual perceptions. Children view their peers as friendlier and more considerate. However, negative aspects include stress for students concerned about animal welfare and potential jealousy due to unequal interaction opportunities. On the other hand, the dog’s presence appeared to make teachers more approachable and cheerful, improving student-teacher relationships and classroom dynamics.
The study suggests that AAE can challenge stereotypical role structures and reduce the labeling effect on students with special educational needs. From a role theory perspective, AAE fosters the emergence of a new social role — the caregiver for the dog — which promotes cooperation, shared goals, and emotional growth. This role reshapes classroom norms, encouraging care and mindfulness while downplaying hierarchical differences.
Conclusion
The study highlights that the presence of a school dog influences classroom dynamics by reshaping social roles, fostering social participation, and improving relationships between students and teachers. The emergence of the “Caregiver” role encourages responsibility, empathy, and a shift from exclusionary social norms to more inclusive and respectful interactions. However, risks such as potential exclusion due to disinterest, jealousy, or stress must be further explored.
Animal-assisted education not only strengthens pro-social behaviors and emotional well-being but also emphasizes the importance of animal welfare. The role of the teacher is crucial in modeling respectful interactions, ensuring that the dog’s needs and boundaries are respected. Viewing the school dog as an active participant, rather than just a tool for intervention, enhances both social participation and educational outcomes. Ultimately, successful animal-assisted pedagogy should integrate both inclusive education principles and ethical treatment of animals to create a positive learning environment.
Miscellaneous
Data From Study:
–
Year of Publication:
2023
External Link:
Mombeck, M.M.; Albers, T. The Impact of a School Dog on Children’s Social Inclusion and Social Climate in a School Class. Eur. J. Investig. Health Psychol. Educ. 2024, 14, 1–17. https://doi.org/10.3390/ejihpe14010001