advocacy

Restoring Comfort: Advocating for the Return of a Therapy Dog Program

Image Dr. Jessica MaricevicLeave a comment
Photo by Helena Lopes on Pexels.com

Just the other day, I received a message from an educator in a current leadership position. In the message, the school leader expressed frustration and confusion over the abrupt discontinuation of a beloved therapy dog program at their school. This decision, a result from a change in district regulations, now prohibits employees from bringing therapy dogs into the school, and many in the learning community are disheartened. It is the educator’s belief that the therapy dog program was a vital source of comfort and emotional support, fostered positive connections and contributed to a supportive school culture for the faculty, staff and student body as a whole.

Which is why I was then brought to wonder about the original policy language prior to the regulatory change for the 2024-2025 school year and why such a change would occur: What explicit language existed in district’ policy regarding therapy dogs before this decision? Was there any formal language at all? Could it be that the therapy dog program was running under an unspoken understanding rather than an official framework?

Policy isn’t necessarily a “bad thing,” for without formal guidelines, such programs can easily grow unchecked, potentially leading to conflicts—especially if there was an increase in the number of dogs coming to school, concerns about certification, or misunderstandings about what constitutes a legitimate therapy dog. The absence of a clear policy on therapy dogs may have allowed the program to grow naturally. However, this lack of structure could have led to unforeseen issues, ultimately contributing to the decision to end the program.

Having said that, while the regulatory change in the educator’s school poses a significant challenge, it doesn’t have to mean the end of the therapy dog program altogether. In the absence of a clear explanation, it’s essential to propose thoughtful solutions to address the concerns of stakeholders while advocating for the reinstatement of the therapy dog program. Below, I outline several considerations for the educator—and others impacted by similar policy shifts—to navigate the current situation with the hopes of reinstating a revised therapy dog program to meet the needs of all stakeholders.

The Role of Unspoken Understandings

When therapy dog programs aren’t codified into official district policy, they may rely on informal arrangements or personal agreements (Maricevic, 2022). In some cases, administrators may allow other school leaders, teachers or staff to bring certified therapy dogs without objection, trusting the intentions of the program (Maricevic, 2022). But without written guidelines, inconsistencies and confusion can arise, which may have contributed to the recent decision to prohibit therapy dogs altogether for the school leader. 

Now, if there were concerns about the number of dogs on campus, questions about certifications, or uncertainty around how to manage liability, any one of these issues—or all of them—could have prompted the district to take a blanket approach and halt the program. In either scenario, the issue comes back to the need for clear policy to ensure the viability of any programmatic addition, with the goal of sustaining a long-term impact on the learning community—especially if that program includes therapy dogs (Maricevic, 2022).

Schools with transparent policies, can foster a supportive environment where therapy dogs, or any programmatic enhancements to the wellness and learning of students, can thrive as valuable resources, ensuring that their benefits are accessible to all students and staff while minimizing potential conflicts or concerns. Without clear, formal guidelines, programs can become vulnerable to misunderstandings and inconsistencies that ultimately jeopardize their effectiveness and long term sustainability within the organization (Maricevic, 2022).

Establishing a comprehensive policy framework would not only provide a solid foundation for the program but also clarify roles, responsibilities, and expectations for all parties involved (Maricevic, 2022). Ultimately, a well-defined policy will help safeguard the educator’s therapy dog program’s integrity and reinforce its positive impact on the school community (Maricevic, 2022). 

Certification Confusion: Therapy Dogs vs. Emotional Support Dogs

Another layer of complexity is the widespread misunderstanding between therapy dogs and emotional support animals (ESAs), particularly when it comes to certification. This confusion can create legal and logistical issues, making it difficult to establish a program that complies with district policies.

First and foremost, it’s important to clarify that there is no formal “certification” for emotional support dogs. ESAs are animals that provide comfort and emotional support to individuals with mental health challenges, but they are not trained to perform specific tasks like service dogs. There’s no official certification for ESAs, and they do not have the same legal rights as service animals.

On the other hand, therapy dogs are specifically trained and certified to provide comfort in settings like schools, hospitals, and nursing homes (Maricevic, 2022). These animals are often part of structured programs, with certification from reputable organizations like Alliance of Therapy Dogs, Pet Partners, and The Good Dog Foundation.

The Problem with Therapy Dog Certifications

Unfortunately, not all organizations that claim to certify therapy dogs are legitimate. Some companies exploit loopholes, offering quick and easy certifications bypassing the necessary training or certification assessment. Such unethical practices can undermine the credibility of therapy dog programs and cause confusion in school districts trying to maintain appropriate standards.

In the case of this educator’s dilemma, if the district encountered concerns about the legitimacy of the certifications held by therapy dogs on campus,such a concern could have triggered the decision to halt the existing therapy dog program. Without clear guidelines or a trusted certification process in place, district leadership may have felt the risks—whether related to liability, safety, or standards—outweighed the benefits. To ensure the program’s legitimacy and effectiveness, schools must establish clear guidelines that require certification only from trusted, reputable organizations, like those presented above (Maricevic, 2022).

Moving Forward: Addressing Policy Gaps and Certification Concerns

To advocate for the reinstatement of the therapy dog program, the educator must first address these potential gaps. Maybe start a conversation with key stakeholders, follow the dialogue with a collaborative review of the district’s policy language (or lack thereof) and discuss additional language to formalize clear guidelines around the use of therapy dogs in schools. Here’s how this educator can approach the current situation:

  1. Review the Old Policy (or Unspoken Understanding): If the program previously operated without formal policy, it’s time to work with district leadership to establish clear guidelines. This would ensure that any future therapy dog program operates within a well-defined framework, preventing misunderstandings or unchecked growth (Maricevic, 2022).
  2. Ensure Proper Certification: Address concerns about certifications by only working with well-established, reputable organizations that train and certify therapy dogs according to recognized standards (Maricevic, 2022). Research and recommend organizations that adhere to the highest levels of training, evaluation, and insurance, helping the district feel more confident in the legitimacy of the program (Maricevic, 2022).
  3. Clarify the Difference Between Therapy Dogs and ESAs: Educate both staff and district leadership on the key distinctions between therapy dogs and emotional support animals. Emphasize that while ESAs provide comfort, they are not part of structured therapy programs, nor do they have certification or training requirements. Therapy dogs, on the other hand, must undergo rigorous training and certification to operate in school settings (Maricevic, 2022).
  4. Propose a Pilot Program with Clear Oversight: If the primary concerns are related to certification and management, propose reinstating the program as a small pilot with stringent guidelines. Start by bringing in one or two certified therapy dogs through reputable organizations during designated times throughout the school year (i.e. Wellness Day, midterms, finals, etc) with clear oversight and documentation. This approach may help ease district concerns while demonstrating the value of the therapy dog in the high school setting.

Bridge the Gap Between Intention and Implementation

The abrupt end of this educator’s therapy dog program highlights the importance of having clear, well-structured policies in place for any school or district initiative’s longterm sustainability. Without them, even well-intentioned programs can become vulnerable to mismanagement, confusion, and abrupt decisions like the one that occurred in this example. By examining the district’s language around therapy dogs, clearing up misunderstandings around certification, and other inconsistencies within the established protocol, this educator, and others who might find themselves in a similar scenario, can build a stronger case for reinstating the program in a way that benefits everyone—students, staff, and dogs alike.

If Therapy Dogs are Good Enough for the USA Gymnastics Team, They’re Good Enough for America’s High School Students

Image Dr. Jessica MaricevicLeave a comment
How therapy dogs are alleviating pressure felt by elite athletes even at Olympic levels by Steve Dorfman of The Palm Beach Post

I don’t know about you, but I am totally hyped up for the 2024 Olympic Games, ready to cheer on Team USA in all sports. But let’s be real, the Olympic Games aren’t just any old event—this is the high-pressure world of elite sports, where the best of the best compete in the revered global arena, and when an athlete’s physical fitness and success is dependent upon their emotional wellbeing.

Which is why in the weeks leading up to the Olympic Games, I was elated to learn about USA Gymnastics prioritization of the mental and emotional wellbeing of athletes prior to the start of the games. I loved how my social media algorithm flooded my social media feed with videos and images of the USA Gymnastics team warmly embracing therapy dogs to help manage stress and anxiety.

Naturally, I loved these videos and images, and their recurring appearance inspired me to consider my own advocacy efforts. Maybe if the entire world was able to observe the positive effects of therapy dogs on the wellbeing of elite athletes then there might be a more clear pathway to connect the dots to the potential benefits for other groups, like America’s high school students.

If you know me, then you know that my next series of wonderings centered around one thematic implication: if highly driven and talented athletes benefit from the presence of therapy dogs, then high school students across America could also gain significant advantages from similar support. 

At the end of the day, high school students are not fundamentally different from elite athletes in their need for support. For high school students, the academic environment can be a significant source of stress (Maricevic, 2022). Like the gymnast’s pressure to perform flawlessly in routines, maintain peak physical condition, and compete at high-stakes events, high school students can often feel overwhelming pressure to excel academically, manage social relationships, and plan for the future. Incorporating therapy dogs into schools in the same manner as USA Gymnastics offers a valuable outlet for stress relief and emotional support for adolescents. If therapy dogs can aid aspiring Olympians in achieving their goals, they can also play a crucial role in helping America’s teenagers manage the challenges of high school.

So here we go! Here’s a brief argument for why high school students deserve therapy dogs in their learning environment just as much as elite athletes. Let’s begin!

A Quick Refresher on the Benefits of Therapy Dogs

Therapy dogs are dogs specially trained to offer comfort and companionship in a range of public and private settings, including schools, hospitals, and environments affected by traumatic events (Maricevic, 2022). Their presence profoundly impacts individuals’ emotional and mental health (Maricevic, 2022). Research, including my own, confirms that interacting with therapy dogs significantly reduces anxiety, stress, and symptoms of depression in humans, especially for adolescents (Maricevic, 2022). Furthermore, there are notable physical benefits attached to the human-animal bond, such as increased levels of oxytocin—a hormone linked to bonding and emotional well-being—and decreased levels of cortisol, the stress hormone (McDowall, 2023).

A Beacon of Possibilities

@joydogs

Therapy Dog #beacon #goldendogbeacon is an #emotionalsupportanimal for the #2024olympics #womensgymnastics team #simonebiles #sunilee #jordanchiles #hezlyrivera #jadecarey #today #nytimes #joydogs #usagymnastics #usa #usa_tiktok #therapydog @NBC Olympics & Paralympics

♬ original sound – JOYDOGS

You can thank this entire post to Beacon. Beacon, a 4-year-old golden retriever therapy dog, is a pivotal part of USA Gymnastics’ efforts to transform the sport’s toxic culture.

Beacon, along with a brigade of therapy dogs contributed to the national competitions by offering a calming presence to the athletes (even swimmers). One such athlete, Joscelyn Roberson, expressed her love for Beacon saying, “He’s so cute! I’ve already told people that this is the best thing that U.S.A. Gymnastics can do for us” (Macur, 2024).

Under the leadership of Chief Executive Officer Li Li Leung, the USA Gymnastics organization made significant strides in prioritizing mental health following scandals and revelations about the toxic environment in the sport. Leung underscored the importance of mental wellness, stating, “There’s no question that there was a lesson learned from Tokyo in terms of mental wellness being so critically important” (Macur, 2024). Leung’s commitment to this priority is demonstrated through the inclusion of nearly 20 dog-and-handler teams during the U.S. National Gymnastics Championships in Fort Worth this year, providing much-needed emotional support.

@bobsled_broz

Replying to @courtney @Simone Biles #beacon #goldenretriever #therapydog #usagymnastics

♬ Elf Theme Song alyssabarkermusic remix – Alyssabarkermusic

According to NBC News, Beacon, the organization’s “first official therapy dog,” made rounds during the trials, watching over athletes and coaches (Portée 2024). As gymnasts tackled floor routines, balance beams, and vaults, Beacon was there to alleviate the strain of injuries and the stresses of the multi-day event. Beacon’s human-run Instagram page notes that he “loves pet therapy, fridge time” and “making friends with everyone” (Portee, 2024). Beacon’s handler, Tracey Callahan Molnar, shared with ESPN that Beacon’s role involves acting as an “emotional sponge” for athletes, absorbing their stress. As Molnar explained, “Beacon gets tired by the end of the day [and] absorbs the stress of the people they’re relieving the stress off of” (Portee, 2024). Although exhausting work, it is profoundly meaningful.

Extending the Success of Therapy Dogs to High Schools

The success of Beacon and other therapy dogs with the USA Gymnastics team, as well as those that comforted members of the USA Swimming team during qualifying events, raises important questions: if therapy dogs can help aspiring Olympians achieve their dreams, in what ways, if any, can they do the same for America’s teenage population in high schools? Are high school students any less deserving of the same opportunity afforded to Olympic hopefuls? If therapy dogs provide emotional support and stress relief for success in the athletic arena, why shouldn’t they do the same for high school students to thrive in the academic arena? More importantly, why aren’t they?

How therapy dogs are alleviating pressure felt by elite athletes even at Olympic levels by Steve Dorfman of The Palm Beach Post’s photo of American swimmer Carson Foster with therapy dog Izzo. Courtesy of USA Swimming

While elite athletes certainly benefit from therapy dogs, high school students face unique and substantial pressures that make the support of therapy dogs not just beneficial but essential as they experience significant stress and emotional challenges that can deeply impact their academic performance and overall well-being. The academic demands, social pressures, and the uncertainty about the future create a high-stress environment. Therapy dogs offer a much-needed respite, providing emotional support and reducing stress in ways that are crucial for students navigating these formative years.

Not to mention the transition from adolescence to adulthood is a critical period of physical and emotional maturation where students are developing essential life skills, including emotional regulation and social interaction (Maricevic, 2022). Therapy dogs as a presence during this period of development help in fostering emotional resilience, enhancing social skills, and building empathy, foundational skills for personal growth and future success, thus making the presence of therapy dogs an invaluable support system during this developmental stage (Maricevic, 2022).

The research that accompanies my advocacy for therapy dogs in high school settings does not diminish the reality elite athletes face from intense pressure and high expectations. However, their access to support systems and resources is generally more robust and innovative, as observed through the inclusion of Beacon. Elite athletes often have dedicated mental health professionals, coaches, and structured programs to address their needs. In comparison, high school students may lack such comprehensive support, all the more reason to include therapy dogs as a particularly impactful and equitable enhancement to their educational experience, addressing a critical need by supporting students in a holistic and meaningful way, ultimately fostering a healthier, more supportive learning environment (Maricevic, 2022).

The example set by the USA Gymnastics team underscores the powerful role that therapy dogs can play in promoting mental health and emotional well-being. By bringing therapy dogs into high schools, educational leaders can offer students the same level of support that helps elite athletes thrive in their complex lives.

Are you convinced yet that if therapy dogs are good enough for elite athletes they are more than good enough for our high school students?

Well, here’s the deal, you should be convinced by now, and if not, let me share some important information. Incorporating therapy dogs into high schools yields a variety of positive outcomes, from enhancing the overall school environment to the student experience (Maricevic, 2022):

  • High school students experience significant stress and emotional challenges that can deeply impact their academic performance and overall well-being. The academic demands, social pressures, and the uncertainty about the future create a high-stress environment. Therapy dogs offer a much-needed respite, providing emotional support and reducing stress in ways that are crucial for students navigating these formative years.
    • Reduced Stress and Anxiety: Therapy dogs help lower students’ stress and anxiety levels, creating a more relaxed and conducive learning environment.
    • Improved Academic Performance: Lower stress levels leads to better focus and concentration, improving academic performance.
    • Enhanced Emotional Support: Therapy dogs provide unconditional love and companionship, offering a comforting presence that helps students navigate emotional challenges.
  • The transition from adolescence to adulthood is a critical period where students are developing essential life skills, including emotional regulation and social interaction. Therapy dogs help in fostering emotional resilience, enhancing social skills, and building empathy. These skills are foundational for personal growth and future success, making the presence of therapy dogs an invaluable support system during this developmental stage.
    • Increased Social Interaction: The presence of a therapy dog encourages social interaction among students, fostering a sense of community and reducing feelings of isolation.
    • Priotizating Mental Health: Regular interaction with therapy dogs contributes to improved overall mental health, reducing symptoms of depression and anxiety.
    • Development of Empathy and Responsibility: Caring for and interacting with therapy dogs helps students develop empathy and a sense of responsibility.
  • Furthermore, therapy dogs can play a transformative role in creating a positive school environment. They not only alleviate individual stress but also promote a sense of community among students. By reducing feelings of isolation and fostering social interaction, therapy dogs contribute to a more inclusive and supportive school culture.
    • Positive School Environment: The inclusion of therapy dogs creates a more positive and welcoming school environment, promoting happiness and well-being among students, staff and stakeholders in the greater learning community.

Hey Educators, Remember This!

Educators need to remember that while elite athletes face intense pressure and high expectations, they generally have more robust support systems and resources. They often have access to dedicated mental health professionals, coaches, and structured programs to address their needs. Despite this, a transformative leader like USA Gymnastics’ Leung recognized more needed to be done to support athletes and incorporated a seemingly unconventional resource—therapy dogs—to support team members in a truly authentic and organic way.

Educators need to remember that, in comparison to elite athletes, high school students may lack comprehensive support systems in and out of school for a myriad of reasons. This is why the inclusion of therapy dogs would be a particularly impactful and equitable enhancement to the adolescent educational experience. However, it requires a transformative leader with an innovative mindset, like Leung, to recognize the long-term benefits of including a therapy dog within their organization.

It’s clear therapy dogs are good enough for Olympians, then they are more than good enough for America’s high school students. The example set by the USA Gymnastics team highlights the significant role therapy dogs can play in fostering mental health and emotional stability. Educational leaders and stakeholders must put ego aside and kick past-practice to the curb. Bringing therapy dogs into high schools will provide students with the same level of support that contributes to the success of elite athletes. Educational stakeholders must challenge the status quo and make a meaningful advancement in supporting the mental health and emotional well-being of America’s youth. 

USA Today