Promoting and equitably assisting organizations in the integration of animal-assisted therapies for the physical, mental, and emotional benefit of individuals in public and private settings, one paw at a time.
I was given two options: immediate surgery or I needed to say goodbye. The surgery wasn’t guaranteed, the risks were high, and there was no promise of a miracle. But when I looked into Judge’s eyes, I knew it wasn’t time for us to part.
You see, his eyes told me everything—full of life, determination, and an unbreakable spirit that’s always defined him. And in those eyes, I saw a Rolodex of memories and moments in which Judge never gave up on me. Not once. Through every high and low, he’s been there, my constant, my protector, my best friend. How could I possibly give up on him now?
The doctors were honest. They told me the risks, the during and post-operative possibilities. But they also told me Judge was strong with an excellent heart—minus a bum spleen, Judge was a relatively healthy German Shepherd. It was all I needed to hear.
But making that choice was a privilege.
Emergency surgery isn’t just a matter of love and loyalty—it’s a matter of resources. It requires financial stability, access to specialized care, and the ability to take time away from life’s other responsibilities to be fully present for recovery. Not everyone has that choice. For many, the cost of life-saving surgery for a pet is simply out of reach. For others, the lack of nearby medical facilities or the inability to take time off work becomes the deciding factor.
When I stood at that crossroads, I was painfully aware of this privilege. I had a support system that rallied around me, offering love, prayers, and help with life’s other demands. I had access to my own veterinarian, the Veterinary Emergency Group, and Cornell’s exceptional veterinary team which carried out the life saving surgery. Without any one of those things, the outcome could have been heartbreakingly different.
This awareness weighed heavily on me because I know so many people face the same gut-wrenching decision without the resources to choose hope. I was able to fight for Judge because I had the privilege to do so. But others have to make the hardest choice of all—not because they don’t love their pets just as fiercely, but because life’s realities leave them no other option.
Judge isn’t just a dog. He’s my family, my guardian, my heart. He’s watched over my son, protected our home, and shown me a love so pure it’s changed me for the better. He is the reason why I started my entire dissertation over and focused on the adolescent-animal bond in secondary settings. In Judge, I saw the power of connection, the depth of loyalty, and the healing power that only a dog’s love can bring. His impact on my life was profound enough to shape my career, my research, and my purpose.
Today, the doctors are hopeful. Even with three liters of blood in his abdomen, the surgery was clean, a successful splenectomy, and Judge is home healing. He’s eating like the picky king of the castle that he is, back to reigning over his Mötley crew, his spirit as unbreakable as ever. Watching Judge return to himself, sneaking back to his spot on the couch, seeing that familiar spark in his eyes cataloging another memory together—it’s nothing short of a miracle.
Judge’s road to recovery won’t be easy, but he’s here, alive, because he never gave up and because I had the privilege to fight for him—just as he’s always fought for me. But for those who aren’t given that choice, my heart aches.
I will never take for granted the opportunity I had to fight for Judge and will advocate for solutions to ensure all pet parents can make balanced choices for the well-being of their furry family member—without having to choose between love and necessity. It’s my hope that one day, every pet parent will have the freedom to choose what’s best for their pet, without limitations.
I want to sincerely thank the veterinary teams at White Plains Animal Hospital, Veterinary Emergency Group of White Plains, and Cornell University Veterinary Specialists of Stamford. Your expertise, compassion, and dedication have meant everything to our family and Judge. You’ve given us more than just a second chance—you’ve given us hope. I am forever grateful for all you’ve done to give us back our Judgie Boy.
Many educators and school leaders recognize the benefits of therapy dogs in academic settings but hesitate to implement a full-scale program due to knowledge gaps, logistical challenges, financial constraints, or policy concerns. A Therapy Dog Club offers a structured, low-risk way to introduce animal-assisted therapies, easing leadership apprehensions. In fact, I strongly recommend beginning the therapy dog implementation process in this way to build trust in the program’s effectiveness while addressing concerns in a controlled environment.
So let’s dive in together as I define the concept of a Therapy Dog Club, outline its benefits, and provide a brief guide to getting started.
What is a Therapy Dog Club?
As I define it, a Therapy Dog Club is a student-led, faculty-advised group that brings trained therapy dogs into a school environment on a scheduled basis. The club provides a structured, low-risk way for students and staff to interact with therapy dogs, typically for emotional support, stress relief, and social engagement. It allows students to experience the benefits of animal-assisted interventions without the immediate need for implementing a full-time therapy dog program.
Participation is voluntary, making it an accessible option for a wide range of students. In my view, a Therapy Dog Club operates on a smaller, flexible scale, bringing therapy dogs into the school on specific days rather than having a resident dog on campus daily. Additionally, a Therapy Dog Club may meet after school or during designated extracurricular periods, which can be particularly appealing to school and district leaders.
Benefits of a Therapy Dog Club
Eases Administrative Concerns
Even with strong research supporting the benefits of therapy dogs, one of the biggest barriers to implementation is navigating perceptions, assumptions, and stereotypes. A club helps schools challenge misconceptions and test the waters before committing to a full-time therapy dog program. It also offers:
• Student Autonomy – Participation is voluntary, so students who are uncomfortable around dogs or have allergies can simply opt out. This eliminates concerns about mandatory exposure in classrooms or common areas.
• Waivers for Participants – Schools can require students (and guardians, if necessary) to sign waivers acknowledging participation and understanding any risks. This adds a layer of protection for the school and provides transparency for families.
• Gradual Implementation – Schools can observe how students and staff interact with therapy dogs before considering a larger-scale program. This allows time to refine policies, address concerns, and build community support.
Provides Emotional and Social Benefits for Students
A Therapy Dog Club offers many of the same emotional and mental health benefits as a full program. Interacting with therapy dogs has been shown to reduce stress, improve mood, and boost social interactions—all of which can be particularly helpful for students struggling with anxiety, academic pressure, or social isolation (Maricevic, 2022).
Fosters Student Leadership and Engagement
A Therapy Dog Club empowers students to take on leadership roles by organizing events, coordinating with therapy dog teams, and advocating for expanding the club into a full program. Giving students ownership fosters responsibility, teamwork, and community engagement.
Strengthens Community Partnerships
Starting a club opens the door to collaborations with local therapy dog organizations, shelters, or animal-assisted therapy programs. Schools can invite certified therapy dogs for visits, partner with community groups for educational sessions, or create service-learning opportunities where students volunteer with therapy animals.
Gathers Data to Support a Future Program
If a school is hesitant about implementing a therapy dog program, a club can serve as a pilot initiative to collect data on the impact of animal-assisted therapies. Surveys, testimonials, and anecdotal evidence from students, teachers, parents, and other key stakeholders can provide compelling reasons to expand the club into a permanent program.
How to Start a Therapy Dog Club
Identify a Faculty Advisor – A teacher, counselor, or staff member passionate about student well-being and animal therapy can oversee the club.
Partner with Local Therapy Dog Organizations – Certified therapy dog teams can schedule regular visits to meet with students.
Plan Activities – Meetings can include guest speakers, stress-relief sessions, volunteer opportunities, and advocacy efforts for therapy dog programs.
Involve Students – Let students lead initiatives, create outreach materials, and develop events.
Implement Waivers – Have students (and their guardians, if needed) sign participation waivers to ensure transparency and address liability concerns.
Final Thoughts
A Therapy Dog Club is a low-risk, high-reward way for schools to explore the benefits of therapy dogs before committing to a full program. It fosters a positive school culture, supports student mental health, and builds a foundation for a larger initiative in the future.
If your school is on the fence about a therapy dog program, starting with an extracurricular offering might be the perfect first step. By starting small and scaling thoughtfully, schools can introduce therapy dogs in a way that minimizes risks, maximizes benefits, and paves the way for a sustainable, well-integrated program.
In a school setting, therapy animals can become cornerstones of the emotional support system for students and the learning community at large (Maricevic, 2022). Whether helping a student cope with anxiety, providing comfort during stressful academic periods, or serving as a calming presence in the classroom, therapy animals form deep therapeutic connections with the people around them in the school setting (Maricevic, 2022).
Sadly, earlier this week, a colleague shared news of the sudden passing of a therapy dog at her child’s middle school. My colleague shared how profoundly this loss impacted her child and the community, as many students relied on the therapy dog for comfort and emotional stability. While shared anecdotally, I learned parents expressed how devastated their children were, followed by their immediate desire to reach out to the school leadership to inquire about ways students would be supported–all highlighting the critical role the therapy dog played in the daily school life.
When a therapy animal becomes unavailable due to illness, retirement, or passing, students who rely on the animal for emotional stability can feel its absence deeply. Younger children, or neurodivergent learners, may struggle to understand why the animal is no longer present, while older students may experience anxiety, loss, or disengagement from the norms established with the help of therapy animals.
To maintain continuity and support for all stakeholders, schools need contingency plans for a therapy animal’s absence (Maricevic, 2022). Preparing students gradually for the possibility that therapy animals may not always be present is crucial, much like teaching resilience in other areas of life. Having other support systems—such as school counselors, peers, substitute therapy interventions, or on-call therapy dog teams—helps to heal the heartache. Schools can also consider honoring the animal upon retirement, or when the time comes to cross “The Rainbow Bridge,” helping students process their emotions.
The Human Factor
The loss of a therapy animal or handler should never be a reason to discontinue a program or cause a school to question its implementation. To say the bond between students and therapy animals are strong would be an understatement, so structured plans must address these inevitable life events. This could involve training a backup handler, having another therapy dog available, or providing grief support for students and the learning community (Maricevic, 2022).
In my research, participants frequently highlighted the need to plan not only for the therapy dog’s absence but also for the handler’s unexpected departure from their role (Maricevic, 2022). Participants emphasized the importance of protocols for the long-term sustainability of therapy dog programs and the consequences of not having a plan in place for this very scenario where either the dog or handler might be unavailable due to illness, injury, or unforeseen circumstances (Maricevic, 2022).
Of course, addressing the human side of the therapy dog team is important; handlers are often the bridge between the animal and the students, and their presence is crucial to the program’s success (Maricevic, 2022). Schools must be prepared to transition the handler’s role smoothly to maintain the relationships fostered through the therapy animal, while also understanding the possibility that, if a handler is no longer able to be part of the team, it may impact whether the therapy dog can continue in the learning community (Maricevic, 2022).
Such a scenario emerged in my research: after the sudden passing of a beloved teacher who was also the owner and handler of the school’s therapy dog, the family chose not to continue bringing the dog to school (Maricevic, 2022). It was a “big ask” on the part of the school to inquire if the family would be willing to still bring the dog to school to continue its positive impact, even after the loss of their matriarch (Maricevic, 2022). After careful consideration, the family couldn’t emotionally commit to such a responsibility, nor did they want to have someone else take responsibility for their dog’s daily care and well-being, (Maricevic, 2022). Understandable. Not to mention, such a shift might have been traumatic for the dog, who could’ve struggled to adapt to a new handler under such a stressful time, unless they were trained to interact with multiple people during the school day (Maricevic, 2022).
Planning ahead ensures that therapy dogs and handlers remain integral parts of the school community (Maricevic, 2022). By developing clear protocols, schools can ensure that these essential relationships continue to thrive, even through transitions or losses (Maricevic, 2022).
Honor the Impact, Carry On the Mission
No one likes to consider the possibility of a therapy animal abruptly leaving a school or a handler becoming unavailable, but it’s important to emphasize that, in such situations, the solution isn’t about “replacing” a cherished member of the therapy team, regardless of the reason for their departure. Therapy animal teams are irreplaceable and beloved parts of the school, and their contributions are deeply felt by students and staff alike. However, for the greater good of the learning community and the long-term sustainability of the program, planning for these realities is “a must.”
By shifting the policy focus from preparing for an untimely event to policy language centered around ensuring the next team carries on the therapy animal program in honor of their years of service, schools can ensure that transitions are respectful and positive. Such a perspective remains true to following in the therapy dog’s paw prints, continuing the meaningful work they began, and preserving their spirit in every comforting moment shared with students. Decide on an empathic approach to honor the legacy of the therapy team while allowing the program to continue providing the emotional support the learning community needs. By being proactive, schools can safeguard the stability and warmth of animal assisted therapy interventions, ensuring they remain a source of comfort, even through the most challenging transitions.
This weekend, the Harrison High School boys varsity football team heads to Somers, New York, for an epic face-off against the Tuskers of Somers High School—a game that is sure to be charged with excitement and school pride. Interestingly enough, even with high-stakes football game merely days away, it’s important to acknowledge that Harrison High School and Somers High School (SHS) are more similar than they are different in many ways, including, but not limited to their shared reputation for excellence, offering outstanding sports programs, extracurricular opportunities for students, and the prestigious International Baccalaureate (IB) programme. But while the Harrison superfans proudly rally behind their mighty Husky mascot, a symbol of strength and loyalty, Somers boasts a different kind of leader in its ranks. Instead of an in-house elephant, as one might expect from the Tusker name, Somers parades an unexpected champion of compassion and well-being: a certified therapy dog named Vader.
Vader is more than just a furry companion; he is a critical part of Somers High School’s commitment to social and emotional wellness. Like many of his therapy dog counterparts across the country, Vader, a certified therapy dog, offers students a source of comfort, helping to ease stress and anxiety in a way that is uniquely effective to meet and quite possibly exceed the needs of students and the larger learning community (Maricevic, 2022). Additionally, given Vader’s placement in an IB secondary school, his role aligns perfectly with the IB philosophy, which emphasizes developing caring, resilient, and well-rounded individuals (IBO, 2024).
Defying Preconceived Notions
While Harrison boasts the fierce strength of its Husky mascot, Somers leads the charge with implementing an innovative approach to support the needs of the 21st century high school student—proof that sometimes, the best solution to meet the needs of students does not necessarily need to have bells and whistles, or boast a mighty bark, or possess the ability to trumpet trunks; the solution may just be a simple wagging tail.
As a Labrador-Shepherd mix, Vader defies preconceived notions about which breeds are worthy of therapy dog certification and designation; he is valued more for his ability to offer comfort and support to students who need it most than for his genetic composition. Handled by Brenda O’Shea, the school’s Student Life Coordinator, Vader is a familiar face in the halls. As an inseparable duo on the days he visits, O’Shea believes Vader is aware of his purpose: to lift spirits and provide emotional support to students. “On the days when I have Vader, I am invisible,” O’Shea remarks, emphasizing the connection students feel with Vader, and indirectly, O’Shea. Vader’s influence on campus is more than just a morale boost; it is a therapeutic outlet that has continued to make a difference for the past three years (Somers Central School District, 2024).
The IB DP & MYP Alignment Vader exemplifies a unique form of student support that aligns with the values of the IB Diploma Programme (DP) and Middle Years Programme (MYP), in his ability to foster emotional well-being, empathy, and resilience in students. Vader’s impact, highlighted in the article “Therapy Dog Vader is a Force for Good at SHS” showcases the way SHS embraces an innovative approach to promoting social and emotional wellness, directly supporting the IB mission of developing caring, well-rounded individuals.
Vader’s impact is further evident in reports of how he interacts with students, offering comfort and support. Senior Julia Schmidberger fondly recalls, “Vader has been here since my freshman year… The first time he was here, it was so fun to meet him” (Somers Central School District, 2024). Schmidberger’s experience reflects the caring aspect of the IB Learner Profile, as she reports joy and solace in Vader’s companionship (Somers Central School District, 2024). IB learners like Schmidberger are encouraged to be empathetic and supportive, and one can deduce Vader plays a role in modeling these traits by providing emotional comfort to students during challenging times.
In the district’s article, O’Shea continues to underscore Vader’s influence: “If a student is having a tough day, it can be a lot easier to tell a dog what’s going on… If that day is even 2% better for them because they know they are going to see Vader, then we take that as a victory” (Somers Central School District, 2024). O’Shea’s perspective speaks directly to the IB’s whole child approach, which emphasizes not only academic growth but also emotional well-being (Heinonen, 2023). Through O’Shea’s observations, it appears as if Vader’s role in the school helps alleviate stress, making students more balanced and better able to engage in their studies, which is a core goal of the IB programmes.
Vader and the IB Learner Profile Moreover, based on first-had accounts, Vader’s presence during stressful moments, such as fire drills and lockdowns, highlights his role in promoting resilience among students—a critical trait in the IB Learner Profile (Somers Central School District, 2024). O’Shea notes, “Vader has been here at the school when we have fire and lockdown drills, and he is great. He is a comfort and a distraction for the kids” (Somers Central School District, 2024). O’Shea’s example serves to illuminate Vader’s inclusion in SHS as a reflection of the district’s commitment to emotionally supporting Somers’ students, a commitment that aligns with the IB’s emphasis on self-management skills, particularly in helping students manage stress and maintain focus under pressure.
Vader also plays a significant role in fostering reflection and empathy, qualities that IB students are encouraged to develop as they progress through the MYP and DP years. O’Shea mentions how Vader “does not wander up to any student he does not know” and that “his goal is not to increase anyone’s anxiety,” demonstrating the importance of respecting boundaries and being sensitive to others’ needs—key components of global citizenship in the IB context (Somers Central School District, 2024).
Additionally, Vader’s therapy dog role in easing pre-exam anxiety is yet another way he supports the Approaches to Learning (ATL) skills central to the MYP and DP. O’Shea notes, “You want that last connection with the topics to push the serotonin up and the anxiety down. Vader helps that happen” (Somers Central School District, 2024). By reducing students’ stress, Vader presents the theory that his presence enhances the students’ ability to manage emotions and approach academic challenges with a clearer mind.
Vader’s contribution to SHS aligns perfectly with the IB mission and philosophy, which seeks to develop caring, balanced, and reflective individuals who contribute to their communities (IBO, 2024). His impact is a testament to how high schools, whether holding the IB designation or not, can adopt innovative practices to support the whole child, ensuring that students are not only academically prepared but also emotionally resilient—proving that, in education, sometimes the quietest support systems make the loudest impact.
Vader’s Force Unlike his intimidating Star Wars namesake, Vader demonstrates how a therapy dog enhances the high school learning environment as the learning community maintains the rigorous academic program expectations, like the IB DP and MYP curricula, for students. The smiling faces of the students is a testament to Vader’s ability to ease anxieties and foster a sense of community, warmth and comfort among students and staff alike. It’s clear that Vader’s presence among the SHS learning community is truly a force unto itself: a force motivated by pure intentions and an uncanny ability to love unconditionally, Vader is truly a force for good.
Outside of school, Vader continues to live the “good life,” complete with hiking adventures and weekend fun. Be sure to follow his adventures on Instagram, @dog_vader_shs.
Today is World Mental Health Day, a perfect moment to highlight the well-being of students, faculty, and staff, particularly in high-pressure environments like those of International Baccalaureate (IB) World Schools. The IB program, renowned for its rigorous academic standards, challenges students to think critically, act compassionately, and manage complex workloads. However, with this academic intensity comes an ever-growing need to support the emotional and mental health of students who are managing exacerbating feelings resulting from a myriad of factors, one of which being the pandemic (Maricevic, 2022).
As Olli-Pekka Heinonen, Director General of the International Baccalaureate, emphasized in a recent commentary, the IB is re-evaluating education to prioritize well-being in every decision. Therefore, school and district leaders must consider alternative solutions to address the ever-evolving landscape of the 21st-century learner. One such solution is the integration of therapy dogs into the IB high school setting, a decision which not only enhances student well-being but also seamlessly aligns with the IB’s holistic educational approach.
Serving as a unique form of emotional support, therapy dogs in the high school setting transcends traditional methods of student care, fostering empathy, reducing stress, and cultivating a more inclusive school environment (Maricevic, 2022). Their presence encourages students to develop key attributes from the IB Learner Profile, such as being caring, balanced, and reflective, while also promoting emotional resilience. By bridging the gap between academic pressures and personal well-being, therapy dogs help create a learning environment where students can focus, engage, and perform to their fullest potential.
Therapy Dogs: More Than a Comfort, a Core Resource
Therapy dogs offer far more than comfort during stressful times; they play a crucial role in cultivating emotional intelligence and resilience—key components of the IB Learner Profile. Attributes such as being caring, balanced, and reflective are not merely learned from textbooks but are nurtured through lived experiences, often with the guidance of compassionate role models. Therapy dogs provide a unique opportunity for students to develop these traits by offering an empathetic, non-judgmental presence (Maricevic, 2022).
According to Heinonen (2023), well-being is central to learning; without it, students’ minds and bodies become burdened, making academic success increasingly difficult to achieve. Therapy dogs have been shown to alleviate stress, lower anxiety, and increase feelings of belonging—elements crucial for creating a positive learning atmosphere (Maricevic, 2022). By helping students manage academic pressure and emotional strain, therapy dogs directly contribute to the IB’s goal of developing balanced, reflective learners (Maricevic, 2022).
Addressing the Well-Being Crisis
The pandemic has created an undeniable shift in how schools conceptualize well-being. As remote learning became the norm and face-to-face interactions dwindled, students and educators alike experienced heightened levels of stress and uncertainty (Heinonen, 2023). A survey conducted under the #BetterTogether initiative revealed that two in five individuals have faced personal mental health struggles during the pandemic (Heinonen, 2023). Heinonen’s (2023) inclusion of #BetterTogether’s findings reflects the growing concerns voiced by parents and educators worldwide, who are advocating for a more holistic approach to education—one that prioritizes not only academic achievement but also the social and emotional development of students (Maricevic, 2022).
The good news is that the IB Organization appears to recognize these challenges, as it prides itself on a whole-school approach to well-being (Heinonen, 2023). As Heinonen (2023) notes, this approach encompasses every aspect of school life, not merely exam results or curriculum delivery. This is why the inclusion of therapy dogs in IB World Schools aligns perfectly with such a philosophical and pedagogical position, providing a means to support the mental health of students, faculty, staff, and the entire learning community. By fostering a supportive, calming environment, therapy dogs help mitigate the effects of stress, build community, and promote emotional resilience—elements that are key to long-term academic success (Maricevic, 2022).
Mitigating Concerns and Overcoming Barriers
As with any new initiative, the introduction of therapy dogs raises concerns about logistics, allergies, and liability. However, with careful planning and clear policies, these challenges—including allergies, sensitivities, safety, and cultural considerations—can be effectively addressed (Maricevic, 2022). For instance, schools can establish designated dog-free zones for students and staff with allergies or sensitivities, ensuring their comfort while still allowing others to benefit from the therapy dog program (Maricevic, 2022). Another approach is to partner with certified therapy dog organizations to ensure the animals are well-trained for school environments, addressing safety concerns (Maricevic, 2022). Moreover, cultural differences can be respected by making participation voluntary and providing education on the role and benefits of therapy dogs (Maricevic, 2022). With these precautions in place, the program can be smoothly integrated into the school community, offering emotional support without compromising the needs or preferences of others (Maricevic, 2022).
Building a Holistic Educational Experience
Therapy dogs align with the IB’s mission to foster emotional, social, and academic growth, making them a vital addition to IB schools. Heinonen’s (2023) call to redesign education with a focus on well-being underscores the importance of such resources. Therapy dogs serve as more than mere add-ons; they assist students and educators in navigating the pressures of a complex world. By enhancing emotional well-being, therapy dogs enable students to engage more deeply with the curriculum, fostering a growth mindset that encourages them to embrace challenges and learn from mistakes (Maricevic, 2022).
A Call to Action on World Mental Health Day
As we observe World Mental Health Day, there has never been a more urgent time to advocate for innovative solutions that address the well-being of students and educators. Therapy dogs offer a practical, impactful way to enhance emotional resilience, reduce stress, and foster a sense of belonging—qualities that are essential for the success of any educational program, particularly one as demanding as the IB.
Incorporating therapy dogs into secondary IB World Schools is not about diluting academic rigor (Maricevic, 2022). Instead, this programmatic addition represents a commitment to fostering holistic student development—one that recognizes the inseparability of emotional well-being and academic success (Maricevic, 2022). As Heinonen stated, “We know that the time to intervene in the well-being crisis is now” (2023). School and district leadership must act with intentionality, creating environments that prioritize progress over perfection and place student well-being at the heart of learning.
By welcoming therapy dogs into the fold, IB schools can demonstrate their continued commitment to creating a better, more compassionate world—one that nurtures the whole student, mind and heart—one paw at a time.
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.
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:
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).
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).
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).
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.
The concept of a school wellness initiative isn’t new; it has been a growing focus for many years among administrators, faculty, staff, and students as schools increasingly recognize the link between student health and academic success. For instance, in their 1991 article “Schoolsite Health Promotion: Establishing a Wellness Culture in Gwinnett County, Georgia,” David M. Hayes and Leslie F. Lambert discussed creating a wellness culture during a time when health promotion was becoming integrated into educational settings. Hayes and Lambert (1991) highlighted the importance of supporting students’ physical, mental, and emotional health to improve both well-being and academic outcomes. While this was a forward-thinking approach at the time, today’s landscape reveals that the need for such programs are even more urgent, as new challenges further reinforce the importance of comprehensive wellness initiatives in schools.
The Wellness Culture: Then and Now
In Gwinnett County, the health promotion programs aimed to build a comprehensive wellness culture focused on physical fitness, nutrition, and mental health (Hayes and Lambert, 1991). These efforts responded to concerns about childhood obesity, sedentary lifestyles, and rising stress among students (Hayes and Lambert, 1991). The goal was to create an environment where students could thrive physically and academically. While these initiatives successfully addressed student health issues at the time, the challenges highlighted in 1991 have only intensified, emphasizing the need for expanded wellness efforts.
Which brings one to wonder, if a 1991 wellness initiative was effective for the teens of Gwinnett County, wouldn’t a similar program benefit today’s teens? Absolutely! The adolescents of 1991 and 2024 face similar challenges—until they don’t. Today’s students contend with added pressures attached to increased technology use, social media, competitive academic environment, and the ongoing mental health crises exacerbated by the COVID-19 pandemic. It’s safe to conclude that the need for robust wellness initiatives in high schools has never been greater.
There is no harm in acknowledging the heightened need for sustained wellness programs, but to ignore the glaring evidence of its existence is a disservice to 21st-century learners. Students today face traditional adolescent stressors as well as the long-term effects of isolation and disrupted learning environments. Anxiety, depression, and other mental health concerns have surged, and schools must prioritize mental health with the same urgency as academics and athletics.
Expanding Wellness Programs to Meet Current Needs
While the program highlighted in Hayes and Lambert’s (1991) article laid the foundation for integrating physical fitness and mental health initiatives, today’s schools must adopt even more comprehensive approaches. A Wellness Day is an excellent starting point to emphasize emotional health, with the long-term goal of evolving this one-day initiative into ongoing support systems to address the whole students’ needs on the daily.
The Importance of Prioritizing Wellness in High Schools
Schools that prioritize emotional wellness send a powerful message: emotional health is just as important as academic achievement. And for high schools that have yet to implement a Wellness Day, now is the time to consider the lasting positive impact such an initiative can have on the learning environment. A day dedicated to mental health—through activities like meditation, art therapy, nature walks, or interacting with therapy dogs—offers a much-needed break from students’ regular routines.
Here’s some more good news attached to a school’s Wellness Day! A Wellness Day doesn’t have to be a standalone event. A Wellness Day can serve as a gateway to broader, ongoing wellness programs and one such program could be the inclusion of therapy dogs. Beyond the immediate benefits of stress relief and emotional support, a Wellness Day could introduce students to the long-term advantages of a therapy dog program, creating lasting improvements in their well-being.
The Impact of Therapy Dogs on Student Well-Being
The benefits of therapy dogs in schools are well-documented. Numerous studies have shown that providing students with an opportunity to interact with therapy dogs can reduce anxiety, lower stress, and improve overall mood (Maricevic, 2022). This is due in part to the therapy dogs ability to provide a calming presence, helping students feel more at ease in stressful environments, or as they manage invisible traumas (Maricevic, 2022). More good news attached to the presence of therapy dogs in the high school setting! Therapy dogs don’t just help students with specific needs—they offer support to anyone feeling overwhelmed, whether from exams, social difficulties, or other stressors, discretely and in a non-judgmental manner (Maricevic, 2022).
By incorporating therapy dogs into a Wellness Day, schools can introduce students and staff to the positive effects of animal-assisted therapy programs, potentially paving the way for a permanent addition of such support systems in schools.
Moving Toward a Wellness-Focused School Culture
For schools seeking to strengthen their commitment to student well-being, starting with a Wellness Day is a simple yet impactful first step. But it doesn’t have to stop there. By exploring the benefits of therapy dogs during a Wellness Day event, schools can build a wellness-focused culture that extends beyond a single day. A therapy dog program can offer continuous support for students, with therapy dogs available in counseling offices, classrooms, or even libraries, creating a more nurturing environment year-round.
While implementing a therapy dog program requires planning and collaboration, the potential benefits make it well worth the effort. Schools can partner with local therapy dog organizations or work with faculty and staff members who might have extensive training as a certified therapy dog handlers to ensure the program’s success.
The Need Remains
Ultimately, creating space for emotional wellness in high schools is not just a trend—it’s an investment in students’ futures. The article by Hayes and Lambert (1991) reflected a critical moment in the promotion of school wellness, but the need for wellness programs has only grown since the early 1990s. Today’s students face more complex mental health challenges, and schools must continue to prioritize student wellness by expanding programs to include initiatives like therapy dogs and sustained emotional support. The wellness culture envisioned in the 90s must now evolve to meet current needs, ensuring that schools remain spaces where students’ mental, emotional, and physical health are valued as much as academic success. By fostering an innovative wellness culture that prioritizes holistic health, schools can create a supportive environment where high school students are equipped to face both academic and personal challenges with resilience and confidence.
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).
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.
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.
In the bustling halls of high schools across the country, amidst the chatter of students and the ringing of bells, a new kind of support system is quietly at work. It doesn’t come in the form of a teacher, counselor, or peer, but rather, on four paws, with a wagging tail and a pair of soulful eyes.
Therapy dogs are becoming a fixture in high schools, offering a unique form of emotional support that aligns with the principles outlined in Dr. Marc Brackett’s “Permission to Feel.” Brackett, a professor at Yale University and the founding director of the Yale Center for Emotional Intelligence, advocates for the recognition, understanding, labeling, expressing, and regulating of emotions as essential components of emotional well-being.
A Moment of Inspiration
The idea to explore this intersection between therapy dogs and emotional education came to me while scrolling through the social media platform “X.” Yesterday, Brackett posted a poignant reflection following a talk he gave at Yale reunion weekend. In his post, he shared, “I gave a talk today at @Yale reunion weekend. I shared how only 40% of us had someone in our childhood who gave us #PermissionToFeel. At the end of my talk, a man approached me and shared how he didn’t get an emotion education from his parents. But he did from his two daughters. I was moved that he shared this with me and by the fact that our children can be our teachers. This man felt blessed to have children that gave him permission to feel. Puts tears in my eyes just writing this. Tears of joy, of course.”
Brackett’s words resonated deeply with me, particularly the notion that emotional education can come from unexpected places, even from those younger than us. It prompted me to think about how therapy dogs in high schools grant teens the permission to feel, much like the daughters did for their father.
A Calming Presence
For many students, the school environment can be a source of significant stress and anxiety. Academic pressures, social dynamics, and personal challenges can create a cocktail of emotions that can be overwhelming (Maricevic, 2022). Therapy dogs offer a calming presence that helps students recognize their own emotional states. Many students report that seeing the therapy dog helps them feel a sense of calm, allowing the stress to melt away and enabling them to think more clearly about their feelings.
This initial recognition is a crucial first step. Therapy dogs help students become more aware of their emotions, which is often the most challenging part of emotional intelligence (Maricevic, 2022).
Understanding and Reflecting
Interacting with therapy dogs also encourages students to understand the sources and reasons behind their feelings. The non-verbal communication and unconditional affection from a dog can prompt introspection and self-reflection. Students often find that spending time with the therapy dog helps them think more deeply about why they are feeling stressed or anxious, aiding them in understanding their emotions better.
Finding the Words
One of the most significant challenges in emotional development is the ability to accurately label emotions. Therapy dogs act as a bridge, making it easier for students to discuss their feelings with counselors or peers. The comfort provided by the dog can facilitate conversations that might otherwise be difficult. School counselors observe that students often find it easier to open up about their feelings when they’re with the dog, as the dog’s presence provides a sense of safety and acceptance.
Expressing and Managing Emotions
Expressing emotions is another critical component of Brackett’s framework. Therapy dogs provide a non-judgmental outlet for students to express their feelings (Maricevic, 2022). Students often feel that they can tell the dog anything, without fear of being judged or misunderstood (Maricevic, 2022).
Moreover, the presence of a therapy dog can help students develop strategies to regulate their emotions. Research has shown that interacting with dogs can reduce levels of cortisol, a stress hormone, and increase levels of oxytocin, a hormone associated with bonding and stress relief (Petersson et al., 2017). This physiological response can help students feel more balanced and in control. Many students report that the therapy dog helps them calm down when they’re feeling overwhelmed, serving as a furry therapist (Maricevic, 2022).
A Growing Trend
As more schools recognize the benefits of therapy dogs, their presence is becoming more common. Programs are being established across the country, bringing these gentle companions into the lives of students who need them most. School administrators note that the impact is profound, with noticeable improvements in students’ emotional well-being since introducing the therapy dog program (Maricevic, 2022).
In a world where teens are often bombarded with pressures and expectations, therapy dogs are providing a much-needed respite. They are giving students the permission to feel—fully, deeply, and without judgment. And in doing so, they are helping to foster a generation of emotionally intelligent and resilient young adults.
Empathy is a cornerstone of human connection, fostering relationships and emotional well-being. In an insightful CNN article, Dr. Katie Hurley highlights the contagious nature of empathy and the crucial role parents play in modeling it for their teens. However, what happens when a teen lacks an empathic parent or guardian? How can these adolescents learn to cultivate empathy? One promising solution lies in the unique power of the canine companion.
The Empathy Deficit
Dr. Hurley’s article underscores the importance of parental warmth and emotional support in developing a teen’s empathy. The study Dr. Hurley references demonstrates a clear generational transmission of empathic behaviors from parents to children and beyond. But for teens who do not have access to such nurturing environments, this pathway to empathy can be obstructed, leading to potential emotional and social difficulties.
Benefits of Therapy Dogs
Enter therapy dogs. These specially trained animals offer unconditional love, companionship, and emotional support, which can be incredibly beneficial for teens struggling with empathy development. Therapy dogs have been shown to help individuals, particularly those with emotional and social challenges, to open up and engage in empathic behaviors.
Emotional Support: Therapy dogs provide a non-judgmental and consistent source of emotional support. Their presence can help teens feel understood and valued, which is essential for building self-esteem and emotional resilience (Maricevic, 2022).
Stress Reduction: Interacting with therapy dogs has been proven to reduce stress levels, which can create a more conducive environment for learning and practicing empathy. Lower stress levels allow teens to focus more on others’ feelings and less on their own anxieties (Maricevic, 2022).
Social Skills Improvement: Therapy dogs encourage social interactions. Teens may feel more comfortable practicing empathy and social skills with a dog first, which can then translate to better interactions with peers (Maricevic, 2022).
Modeling Empathy: By caring for and understanding the needs of a therapy dog, teens can learn to recognize and respond to emotions, a skill that is directly transferable to human relationships (Maricevic, 2022).
Real-Life Applications: Therapy Dogs in High School Settings
Several schools and therapy programs have successfully integrated therapy dogs to help students develop empathy and other social skills (Maricevic, 2022). For instance, programs like “Reading to Dogs” in libraries and schools encourage children and teens to read aloud to therapy dogs, improving their reading skills and building a sense of empathy and connection.
While the absence of an empathic parent can pose significant challenges for a teen’s emotional development, therapy dogs offer a viable and effective alternative to cultivate empathy. By providing emotional support, reducing stress, improving social skills, and modeling empathic behaviors, therapy dogs can fill a crucial gap, ensuring that all teens have the opportunity to develop this essential human trait (Maricevic, 2022).
Which is why the integration of therapy dogs in high school settings is an innovative approach that has proven to be highly beneficial in fostering empathy, reducing stress, and enhancing social skills among students (Maricevic, 2022). Here are some specific ways therapy dogs can make a significant impact in high schools:
Stress Relief and Mental Health Support
High school can be an incredibly stressful time for students due to academic pressures, social dynamics, and the challenges of adolescence (Maricevic, 2022). Therapy dogs can provide a calming presence, helping students manage stress and anxiety. Schools that have implemented therapy dog programs often report noticeable improvements in the overall mental health of their students (Maricevic, 2022).
Counseling Sessions: Therapy dogs can be incorporated into school counseling sessions. Their presence helps create a more relaxed environment, making it easier for students to open up and discuss their feelings and issues (Maricevic, 2022). This can be particularly beneficial for students who are reluctant to seek help from a counselor.
Stress-Relief Zones: Some high schools have established designated areas where students can interact with therapy dogs during breaks or free periods (Maricevic, 2022). These stress-relief zones provide a much-needed respite from the pressures of school life and offer a safe space for students to unwind and recharge.
Crisis Intervention: In the aftermath of traumatic events, therapy dogs can be brought in to provide comfort and emotional support to students. Their calming presence can help students feel safer and more secure, aiding in the healing process (Maricevic, 2022).
Enhancing Empathy and Social Skills
Therapy dogs can play a crucial role in teaching students empathy and improving their social skills. Interacting with dogs requires understanding their needs and emotions, which can translate into better interpersonal skills among students (Maricevic, 2022).
Empathy Workshops: Schools can organize workshops where students learn about empathy and emotional intelligence through interactions with therapy dogs. These workshops can include activities such as caring for the dogs, understanding their body language, and practicing gentle and respectful handling. These experiences can help students develop a deeper understanding of empathy, which they can then apply in their interactions with peers (Maricevic, 2022).
Social Skills Groups: Therapy dogs can be used in social skills groups to help students practice and enhance their social interactions. For example, students with social anxiety or autism spectrum disorders can benefit greatly from the presence of a therapy dog, which can act as a social bridge, making it easier for them to engage with others (Maricevic, 2022)
Peer Mediation Programs: Therapy dogs can be integrated into peer mediation programs, where students help resolve conflicts among their peers. The presence of a therapy dog can create a more relaxed atmosphere, making it easier for students to communicate openly and resolve their issues amicably (Maricevic, 2022).
Academic Benefits
The presence of therapy dogs in high schools can also have positive effects on academic performance (Maricevic, 2022). By reducing stress and creating a more supportive and relaxed environment, students may find it easier to focus and perform better academically (Maricevic, 2022).
Reading Programs: Similar to programs in elementary schools, high schools can implement reading programs where students read aloud to therapy dogs. This can be particularly beneficial for students who struggle with reading or have low confidence in their reading abilities. The non-judgmental presence of a dog can help them practice without fear of criticism, improving their skills and confidence over time (Maricevic, 2022).
Attendance and Engagement: Schools that have therapy dog programs often see improvements in student attendance and engagement. The presence of therapy dogs can make school a more welcoming and enjoyable place, encouraging students to attend regularly and participate more actively in their classes (Maricevic, 2022).
Exam Stress Reduction: During exam periods, therapy dogs can be brought in to help students cope with the heightened stress and anxiety. Short interactions with therapy dogs before exams can help calm students and improve their focus and performance (Maricevic, 2022).
Building a Supportive School Community
Therapy dogs can help create a more supportive and inclusive school community by bringing students, teachers, and staff together (Maricevic, 2022).
Community Events: Schools can host events and activities centered around therapy dogs, such as “dog days” where therapy dogs visit the school, or fundraising events for local animal shelters. These events can foster a sense of community and shared purpose among students and staff (Maricevic, 2022).
Teacher and Staff Support: Therapy dogs can also provide support for teachers and staff, who often face high levels of stress. A happier and more relaxed staff can contribute to a more positive school environment, benefiting everyone in the school community (Maricevic, 2022).
Positive School Culture: The presence of therapy dogs can contribute to a more positive school culture by promoting kindness, compassion, and empathy. Students may be more inclined to engage in positive behaviors and support their peers, creating a more inclusive and welcoming environment (Maricevic, 2022).
As schools continue to explore innovative ways to support their students, therapy dog programs stand out as a promising and impactful solution. The presence of therapy dogs in schools not only provides immediate emotional and psychological benefits but also helps in building lifelong skills of empathy and compassion in students. By addressing the emotional needs of teens, especially those lacking empathic parental or guardian support, therapy dogs can help create a generation of more understanding, resilient, and emotionally intelligent individuals.
Empathic Paws 