Three Things to Know
While numerous studies have investigated the benefits and challenges of Reading to Dogs (RTD) Programs, the perspectives of teachers have been largely unexplored. To address this gap, researchers conducted an online survey of 253 primary school teachers and support staff in the UK.
The findings revealed that teachers held positive views regarding the reading outcomes of RTD. Between 61% and 84% of respondents agreed with various positive statements, such as reduced stress and increased motivation during reading sessions. Even more notably, teachers reported significant social-emotional-behavioral (SEB) benefits, with 75% to 92% agreeing that RTD improved children’s mood and supported social development.
In contrast, relatively few teachers perceived RTD as challenging (10–36%), citing concerns like time constraints and hygiene. However, a minority of respondents highlighted important considerations for RTD program implementation, including student fear of dogs, administrative burdens, cultural and religious sensitivities, and limited access to trained therapy dogs.
For Dog Welfare Practitioners
This study corroborates existing research indicating that RTD foster not only reading skills but also a judgment-free learning environment and enhanced social inclusion, as perceived by UK primary school teachers and support staff. Their strong consensus on the positive social-emotional-behavioral (SEB) outcomes (75-92% agreement) strongly suggests that dog welfare organizations delivering these programs, such as shelters with reading programs, should broaden their evaluation metrics beyond literacy to encompass these vital SEB benefits.
Recognizing that some schools may encounter barriers to implementation — including administrative burden, time limitations, inclusivity and welfare requirements, and sourcing trained therapy dogs — dog welfare organizations, often operating with greater flexibility, are positioned as a valuable alternative for providing elective RTD experiences. To further expand the reach and impact of these programs, collaborative initiatives within the dog welfare community are essential to increase the pool of trained therapy dogs, potentially exploring the involvement of shelter volunteers in foundational training.
The Full Picture
Reading to Dogs (RTD) programs, designed to support children’s literacy, mental health, and wellbeing, have grown in popularity. While academic studies have found positive outcomes — such as increased reading confidence, motivation, and reduced anxiety — there are concerns about the scientific rigor of many RTD studies. Key limitations include a lack of controlled designs, inconsistent methodologies, and limited peer-reviewed research. In addition, little research has focused on the perspectives of teachers, who play a critical role in implementing such interventions.
This study, titled “Reading to dogs in schools: an exploratory study of teacher perspectives”, seeks to explore UK teachers’ views on the benefits and challenges of RTD interventions. It aims to:
- Understand the diversity of teachers’ perspectives on RTD.
- Examine whether teaching experience influences these perspectives.
- Investigate whether knowledge or experience with RTD affects reported benefits or challenges.
- Identify qualitative outcomes that teachers associate with RTD.
Study Methods
Researchers designed a survey that included:
- Benefits: 6 statements on social, emotional, and behavioral (SEB) outcomes (e.g., wellbeing, mood, behavior), and 10 statements on reading outcomes (e.g., motivation, confidence, anxiety, skill), for teachers to rate on a 5-point scale.
- Challenges: 8 statements covering implementation and acceptability concerns (e.g., allergies, paperwork, safety), also rated on a 5-point scale.
Experience with RTD was not required, and a range of perspectives — positive, negative, or neutral — was encouraged.
Study Results
A total of 253 UK primary school teachers and support staff participated. Of the total participants, 59 teachers provided additional written comments on RTD benefits and challenges.
Teachers’ Perspectives on the Benefits and Challenges of Reading to Dogs Programs
Teachers generally viewed Reading to Dogs (RTD) very positively. A high percentage agreed that RTD benefits children’s:
- Reading outcomes (61–84%, e.g., reduced stress, increased motivation)
- Social-emotional-behavioral (SEB) outcomes (75–92%, e.g., improved mood, social development).
In contrast, relatively few teachers saw RTD as challenging (10–36%, e.g., concerns about time, hygiene). Teachers with direct RTD experience were the most positive and least concerned about barriers.
Influence of Teaching Experience on RTD Perspectives
Overall, years of teaching experience had little impact on teachers’ views of RTD. However, more experienced teachers were slightly more likely to report reading skill improvements and slightly less likely to report challenges. Those who saw SEB benefits also tended to see reading benefits, and teachers who perceived strong benefits were less likely to report challenges.
Influence of Teaching Experience on RTD Perspectives
Teachers with direct experience of RTD in their own classrooms reported:
- More positive views of SEB and reading outcomes
- Fewer concerns about challenges.
Similar trends were observed in teachers who had RTD experience in their school (but not their classroom) compared to those who had only heard of RTD. Teachers across all experience levels were generally positive, but the more involved the teacher was with RTD, the stronger the positivity.
Qualitative Feedback
Out of 59 qualitative responses:
- 42% highlighted benefits (e.g., calming effect, increased engagement)
- 46% were neutral or informative (e.g., logistical notes)
- 12% were negative.
Benefits
A strong theme across responses was the positive social, emotional, and behavioural (SEB) impact of RTD. Twenty-eight teachers reported improvements in self-esteem, reduced anxiety, and increased empathy — especially toward animals, with potential spillover to peer relationships. One teacher described a “definite change in the classroom environment,” making it calmer and more relaxed.
The benefits extended beyond students, positively affecting staff and families. For instance, a child who refused to read to adults began reading to the therapy dog, eventually engaging more broadly. RTD was also used to support children experiencing anxiety, bereavement, ASD, or a fear of dogs — some families even described it as “life changing”.
Although fewer teachers mentioned academic gains, eight noted improvements in reading attitudes, frequency, and skill. One called it a “simple human-to-animal pleasure” that encouraged reading in an enjoyable way.
Fifteen teachers highlighted the value of child-dog interactions beyond reading, such as reducing fear of dogs, building confidence, and learning responsible animal care. Some teachers stressed the need to tailor RTD to individual needs, as not all children responded the same—while some were disinterested or fearful, others, like shy or elective mute students, thrived. A few also suggested including confident readers to promote a general love of reading and fluency development.
Challenges and Other Considerations
While many teachers saw RTD as beneficial, 27 highlighted a range of challenges. A key concern was fear of dogs — raised by five teachers —with one reflecting that a classroom dog would have caused them extreme anxiety as a child, underscoring the importance of emotional safety for both students and staff.
Administrative burdens were another issue, including added paperwork for teachers and families. Some worried that missing permission forms could lead to student exclusion. Cultural and religious concerns, particularly in Muslim communities where dogs may be viewed as unclean, also raised questions about inclusivity.
Nine teachers cited limited access to trained therapy dogs as a barrier, restricting participation and time with the animals. Allergy concerns were mentioned but seen as manageable with proper hygiene and risk protocols. Five teachers also stressed the need to protect the welfare of the dogs, ensuring they were safe and comfortable.
Some questioned the long-term impact of RTD, suggesting that initial enthusiasm might wane, especially in settings like SEBN units. Despite these concerns, many believed the challenges could be addressed with thoughtful planning and preparation. One headteacher called the obstacles “easily overcome,” and others felt the benefits justified the effort.
Still, a few teachers strongly opposed RTD, calling it “unhygienic,” “disruptive,” and “gimmicky,” emphasizing the need for careful consideration of context, readiness, and school community attitudes before implementation.
Conclusion
This study offers the first known survey of primary school teachers’ perspectives on Reading to Dogs (RTD) programs, providing valuable insight into both the perceived benefits and challenges of implementation. Teachers were generally optimistic about RTD, with those having more experience or knowledge of such programs expressing stronger support and fewer concerns.
In terms of challenges, most teachers expressed relatively few concerns, though the most significant issues were administrative: time commitment and paperwork. Surprisingly, common concerns in the literature—such as allergies, safety, and animal welfare—were not major issues for most teachers, especially when appropriate protocols and risk assessments were in place. These findings underscore the need for more research that learns from teachers’ lived experiences and incorporates their voices in shaping classroom practices.
Miscellaneous
Data From Study:
Owned Dogs > What Dogs Bring > Children Development
Year of Publication:
2021
External Link:
Steel, J., Williams, J. M., & McGeown, S. (2021). Reading to dogs in schools: an exploratory study of teacher perspectives. Educational Research, 63(3), 279–301. https://doi.org/10.1080/00131881.2021.1956989