The IEU on how therapy animals are good for staff and students

Recently, researchers concluded that people “get high” from their dogs.

They said “animal interaction activities, such as playing, walking, massaging and grooming dogs… activate relaxation, emotional stability, attention, concentration and creativity”.

Dog-lovers already knew that!

These days, more of us also know that therapy animals are great for young people, including students having a hard time engaging with school. They also help calm staff.

IEU member Loreto Cannon, Killester College’s Assistant Principal: Engagement, Operations and Community, says the cat and dog ‘captains’ of her school are “the most important members of the community!”

At Korowa Anglican Girl’s School, Head of Learning Support and IEU member Shannon Whithouse oversees the work of companion/wellbeing dogs Ivy and Henry. She says it’s “remarkable” just how big an impact the dogs have had on the school community. She’s also been surprised by “the diverse spectrum of students benefiting from Ivy and Henry's presence”.

Henry on the job at Korowa Anglican Girl’s School.

Proper therapy dog policies

It’s vital that schools have proper policies for employing therapy animals, say ex-teachers Mrs Melanie and Dr Brad Rundle, who run Therapy Animals Australia and are involved with the charity Service Animals Australia (SAA).

Brad says the benefits of well-trained therapy dogs in schools are “endless”. He’s seen children with selective mutism who flourished when assisted a golden retriever. “Dogs are non-judgemental, so barriers come down… They really get kids to engage and achieve things that they generally wouldn’t do…”

He says dogs can help change students’ perceptions of school to being “a place I want to be”.

But not every dog is cut out for school, and Brad says both dog and handler must be properly trained.

“You can’t take any dog into a school. Your pet might be perfectly well behaved at home, but in a school environment could be fearful or reactive.”

There are strict guidelines and rules for the use of companion dogs, service dogs and assistance dogs.

In schools, there is something of a regulatory void, which SAA wants filled by its essential standards for the use of therapy dogs in schools.

The SAA standards address the dog’s role at school; animal welfare responsibilities; and OHS responsibilities.

Brad says a school must ensure there’s a purpose for the dog that’s clearly understood. The dog must be properly trained, of course, but so must its handler, who must know the dos and don’ts of having a therapy dog in a school, like not letting it get mobbed in the yard at recess or lunchtime.

The dog also cannot be left to roam without supervision and when it is working, it must be on a leash.

Brad believes the benefits of therapy dogs will become so obvious that within five or ten years there will be a new full-time job in schools - ‘therapy dog handler’.

Korowa Anglican Girl’s College: Ivy and Henry

Shannon Whithouse says companion dogs have many benefits for students – and staff.

“They help to regulate emotions for all members of our school community. Dogs are a great conversation starter or support during difficult conversations or counselling sessions with students.”

She says they can assist students with “school refusal, nerves or perfectionistic traits before exams or tests, separation anxiety or when visiting our wellbeing room to seek regulation support”. And they support learning by being a “friendly and consistent member of the school community or classroom”.

At Korowa, Ivy primarily works in the wellbeing space and with learning support students from ELC to Year 12. Henry accompanies students on camps and experiential learning opportunities.

Ivy and Henry also attend extra-curricular activities like netball or rowing regattas where nerves or performance anxiety may also arise.

They also help to create “a relaxed and calm working environment by attending staff meetings and school briefings”.

“What's truly surprising is the diverse spectrum of students benefiting from Ivy and Henry's presence. From those grappling with diagnosed learning difficulties and wellbeing challenges to international students missing their own pets, and an array of students who have the dogs join their mentor sessions or lessons each day.”

Shannon Whithouse with Ivy at Korowa.

Rules and regulations

Korowa crafted a School Dog Policy and compliance documents regulating their companion dog program through collaboration between wellbeing staff, educators, risk management experts and the principal.

“When considering the introduction of a companion dog into a school it is important to understand what needs the students have and what the purpose of the program is. What is the primary role of the dog? If it is to support learning and wellbeing you should consider a dog that is gentle, that students will feel safe and comfortable interacting with. Another big consideration is having a staff member who is committed to the program and happy to have the dog as their pet and care for them outside school.”

Safeguarding the animal worker

Shannon is mindful that Korowa’s companion dogs are working and so, like people, need a break between student sessions.

She’s taken for regular short walks and toilet breaks throughout the day and guarded from large crowds.

“It is important that our dogs also have time for playing and just being a dog outside of ‘work’ hours. Our dogs both live with families with children so are also very much-loved pets when not at work.”

Korowa also ensures that a staff member is always present with students and dogs to ensure safe handling, and to educate students about how to approach and handle animals.

Killester College: Ester Junior (EJ) and Scout

Killester College in Springvale has had a feline member of the community for over 30 years.

Ester was a much loved tabby cat who “arrived as a stray and stayed,” says IEU member Loreto Cannon, Killester’s Assistant Principal: Engagement, Operations and Community

“When she passed away, it was decided that the school could not be without a furry friend, so along came EJ (Ester Junior).”

Year 8 student TM is a fan of EJ.

“EJ truly shows the Killester spirit to help those in need. When EJ came to the school she needed a home and we accepted her in, just like she was one of us. Now she helps others who may need a friend or company or someone to talk to.

“EJ is truly a treasure to have at school, and here at Killester we love her very, very, much!”

Killester College believes in the “social, emotional and physiological benefits of positive interaction between people and therapy animals”.

“Animal Assisted Therapy (AAT) has been shown to complement therapeutic services offered by counsellors, social workers and other allied health professionals. AAT involves the deliberate incorporation of a trained and assessed therapy animal into pre-existing, evidence-based therapy arrangements.”

Darlene and Loreto with EJ at Killester.

Scout joins the team

Last year, therapy dog Scout was added to the Killester community.

Scout, an eight-year-old American Cocker Spaniel, is based in the school’s Wellbeing Centre, Brigid’s Well, and supports both students and staff.

Loreto says Scout “helps animals and people bring joy to each other, as the human-animal bond has been shown time and again to improve quality of life”.