Social-emotional learning

To Love Like Judge

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It’s taken me time to write this—maybe because putting it into words means admitting he’s really gone. But grief has a strange way of nudging us forward—through moments of kindness, memory, and unexpected connection.

You see, the other day I received a friendly question from a local gas station attendant. His question opened the door to this reflection, reminding me that Judge’s presence didn’t just change my life—it left a mark on others, too.

I stopped for gas, and the attendant—always kind and jovial—leaned ever so slightly in through the window with a warm smile.

“Where’s your big dog friend?” he asked, looking toward the back seat as if Judge might be curled up, ready to pop his head up—as was the norm.

I felt the weight of the words before I even spoke. But I said them. The attendant’s face shifted—genuine heartbreak in his expression. He wanted to know what happened to my friend, so I told him.

I thanked him for remembering Judge, for asking, for seeing us. He gave me a fist pump, “I’ll be thinking of you.”

The gas station attendant’s words and supportive fist-pump immediately brought me back to a warm summer evening walk a few seasons ago. An older gentleman on his evening stroll passed us and paused, his eyes soft with admiration. “Magnificent,” he said, nodding. “Simply magnificent.”

At the time, I thought he was talking about Judge, and he was, because Judge was magnificent—“magical,” to quote my son. But today, I wonder if the neighborly observation was referring to us—our bond, our rhythm, the strength in how we moved together, how we communicated.

There was something sacred in my connection with Judge, something that didn’t need to be explained—only admired for the authentic love it displayed. It was beautiful.

Intersectionality of Time and Space

The comment at the gas station isn’t so different from the one that summer day. Both came from strangers who saw something beautiful in our everyday. Both moments remind me that Judge’s legacy isn’t just the love he gave me—it’s the way he made people stop and feel something.

People gravitated toward him. Kids, neighbors, delivery drivers, the mailman who kept treats in his pocket just for Judge—they all felt it.

I’ve come to realize that people didn’t just see a beautiful dog when Judge was around—they felt something in his presence. There was a gentleness about him, a knowing. He carried himself with quiet confidence, never asking for attention but always drawing it.

It wasn’t just that he was loyal or smart or handsome or protective, though he was all of those things. It was the way he made people feel seen, safe, and loved—without needing words. He had that rare gift.

Love Like Judge

You know, whenever I posted a picture of Judge to Instagram, it was usually accompanied by the #mustlovejudge hashtag—a playful twist on the early 2000s rom-com Must Love Dogs. It became my unspoken rule, the standard for who I let into my life, into our life: “Must Love Judge.” If you didn’t get Judge or love him, you probably didn’t get me—or love me—either (not to mention our entire pack). Now, after losing him, I see that phrase a little differently.

It’s not enough to have loved Judge. The real challenge, the real calling, is to love like Judge—offering the same quiet comfort walking with people through joy and sorrow, listening without needing to speak, being loyal, steady, and present.

I once heard that grief is just love that has nowhere to go. I’m not sure I’ll ever be over the loss of Judge—and honestly, I don’t think I want to be. But my everlasting love for Judge does have somewhere to go.

The way forward is to carry what he taught me into every space I enter and meet the world with the same unwavering heart and the same quiet grace. This is Judgie’s Yoda-like life lesson I know he wants me to carry forward, reminding me to hold steadfast to my ability to love unconditionally, to always remember that I am deserving of that same unconditional love from the universe, and to encourage others to do the same.

So I choose love—the kind that asks for nothing but gives everything. The kind that lingers, even after goodbye.

I choose to love like Judge.

I want to take a moment to thank everyone who has been so incredibly supportive and kind throughout Judge’s battle—and through everything since. Your calls, texts, DMs, beautiful flowers, cards, handmade drawings, thoughtful gifts, hugs, and check-ins have lifted us all in ways I can’t fully put into words.

Every gesture, no matter how big or small, has been a testament to the love you had for Judge—and for us.

My wish for you is simple but sincere:

May everyone in this world be lucky enough to experience a love like Judge in their lifetime.

And may we all honor that gift by paying it forward—simply by loving like Judge.

Thank you for standing with my pack. Thank you for loving us through our heartbreaking loss.

We love you,

Jess, Jacob, Daisy, Bravo, & Bud

✌️🫶🐾

The Honorable Judge

September 10, 2017 – March 25, 2025

The Privilege of a Second Chance

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Reunited with Judge • February 16th, 2025

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.

Building Trust, One Paw at a Time: Using an Extracurricular Club to Introduce Therapy Dogs in Schools

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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.

A Force for Good at Somers High School: Vader the Therapy Dog

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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.

Never Gonna Give You Up: What Dogs and Rick Astley Teach Us About Loyalty and Human Connection

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Judge, Bud, Daisy, & Bravo | National Dog Day • August 26th, 2024

Loyalty is a rare and invaluable trait—a kind of dedication we often seek in our human relationships but one that is lived out daily by our four-legged companions. When I captured the above smiling faces of Judge, Daisy, Bravo, and Bud, they immediately offered a powerful reminder of what true loyalty looks like and what we, as humans, can learn from our furry friends. It was in that moment that Rick Astley’s iconic song Never Gonna Give You Up began playing in my mind, its lyrics perfectly mirroring my pack’s unwavering commitment—a promise to never let me or our family down.

Dogs and the Art of Commitment

Astley’s song became an anthem of 1980s pop music not only for its catchy beat but also because it speaks to a timeless truth: genuine loyalty doesn’t falter. It’s safe to say dogs understand this truth instinctively because they:

  • Aren’t driven by obligation or social expectation; they are loyal because they choose to be.
  • Show up every day, no matter what.
  • Greet you at the door, excited to see you, even if you’ve had a bad day.
  • Remain unwavering in their loyalty.

For dogs, there are no conditions to which their commitment is contingent—it’s a steadfast bond rooted in love and trust that remains unshakeable, no matter the circumstances. In contrast, human relationships often hinge on conditions. Friendships, partnerships, and even family bonds can strain when circumstances change. But a dog’s commitment doesn’t work that way; they remain present. Just as Astley promises, “Never gonna let you down,” dogs demonstrate a loyalty that doesn’t just weather storms—they stare down the turbulence, remaining steadfast by your side.

Learning from a Dog’s Loyalty: What If?

Too often, human relationships falter because we set conditions for our loyalty. We withdraw when things get hard or when someone doesn’t meet our expectations. Dogs, on the other hand, don’t play by those rules. They are all in, every day, whether it’s a good one or not. Dogs live by example, and their example is a lesson in showing up, even when life isn’t perfect—especially when it isn’t. Take Astley’s line, “Never gonna run around and desert you.” Those words aren’t just a promise; they’re a commitment to show up, regardless of the challenges.

What if we approached our human relationships with the same kind of loyalty that dogs demonstrate on our best days, worst days, and every day in between? If we were as consistent in our support, our affection, and our willingness to be there for each other, we could deepen those connections. Dogs don’t wait for the perfect moment to offer love—they do it without hesitation, so why can’t we?

The Power of Consistency

Consistency is another hallmark of a dog’s loyalty. Dogs don’t just offer love in the big moments; they show love in the everyday, in the simple moments of routine, and they love hard. Whether it’s sitting by your feet as you work away at the computer (like Judge is doing right at this very moment as I type) or greeting you with excitement every morning like clockwork (cough, cough—BUD), their presence is constant, genuine, and motivated by love.

In Astley’s song, the repeated refrain drives home the importance of consistency: “Never gonna give you up, never gonna let you down.” These aren’t just words; they represent a commitment to consistency, much like the loyalty dogs provide us every day. It’s in that consistency that trust and depth in relationships grow. Dogs are there for you, even when you may not feel like you deserve such unconditional love—but believe me, you do. The human-animal relationship, along with Astley’s lyrics, provides a humbling lesson: to offer loyalty and love consistently—not just when it’s easy or convenient—and to recognize that you deserve such unconditional treatment, whether it comes from a dog or another human.

Dogs Don’t Give Up—Neither Should We

When I look at this image, or any image, of Judge, Daisy, Bravo, and Bud, I see such happy dogs and a powerful reflection of loyalty in action. Dogs live out the core message of Never Gonna Give You Up without even trying, teaching us that loyalty isn’t just about grand gestures; it’s about being present through the everyday ups and downs.

You see, dogs don’t give up on their people, no matter what. It’s often the people who give up on dogs and on each other, and it’s time for that to change. This is why humans have much to learn from our canine companions. We could:

  • Strengthen our relationships—whether romantic, familial, or platonic—by showing the same level of devotion.
  • Stay the course—just as dogs do, day after day, with nothing more than a wagging tail and the quiet assurance that they will always be there.

So, the next time you listen to Rick Astley’s Never Gonna Give You Up, think beyond the music. Then, reflect on the lessons from those unconventional teachers—dogs—and the invaluable lessons they teach us every day about loyalty. It’s a reminder to show up, stay consistent, and offer our support and love, unconditionally.

Just like Judge, Daisy, Bravo, and Bud, we all have the capacity to live out that promise, and if this motley crew can do it, so can you. There’s no better time than the present to simply follow their lead.

From Wellness Days to Therapy Dogs: Building a Healthier School Culture for the 21st Century

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Photo by Karolina Kaboompics on Pexels.com

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.

Kudos to those high schools making it happen.

A Case of the Mondays

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After a relaxing weekend with our dogs, Monday morning hits hard. The easygoing days replaced by the usual work routine, and it’s clear the pack feels the shift too. Judge, Daisy, Bud, and Bravo all know when it’s time for me to head out the door. Their eyes reflect a shared disappointment. Yup, somebody’s got a case of the Mondays and it’s not just me.

But there’s a silver lining embedded within the dreaded Monday. After hours apart, walking through the door to the pack’s excitement makes life feel lighter. No matter how long the day was, that afternoon greeting, tails wagging as if no time has passed, immediately erases the stress and brings a smile to my face.

Me & Bravo Monday, September 16th

Need proof? Take this photo from Monday evening. Here, Bravo is affectionately letting me know how happy he is to be together again. He may not use words, but Bravo’s expression of love says it all. Sharing a moment like this after a long day is a reminder that despite the weekday grind, our bond remains strong. Reuniting isn’t just about making up for lost time—it’s about resetting the connection. Just like in any relationship, whether with family or friends, reconnecting after time apart strengthens the bond.

Bravo, Bud, Daisy, and Judge; their love reminds me that, even after a busy day, the simple act of coming home to a house filled with love is always the best part of every day—and the perfect remedy for any case of the Mondays.

In High Schools, Therapy Dogs Give Teens Permission to Feel

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Photo by Carlos Santiago on Pexels.com

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.

Knicks’ Thibodeau Reflects on Season’s End with Resounding Message for Us All

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In a poignant moment during the post-Game 7 conference, Tom Thibodeau, the coach of the valiant 2024 New York Knicks, encapsulated the spirit of a season filled with grit, determination, and unyielding belief. “If you give everything you have, you can live with no regret…this team exceeded everybody’s expectations, except probably our own,” Thibodeau remarked, drawing a definitive line under a remarkable journey.

Thibodeau’s Knicks, a team often underestimated by critics, showcased a season that defied the odds and silenced naysayers. As the coach stood before the press, his words were not just a reflection on the game but a broader commentary on the ethos that propelled the team forward.

Effort and Regret: A Life Lesson

Thibodeau’s assertion, “If you give everything you have, you can live with no regret,” resonates far beyond the confines of the basketball court. It’s a universal principle, applicable to all walks of life. The message is clear: total commitment and effort ensure a life free from the burden of “what ifs.” For the Knicks, this season was a testament to that philosophy. Every player, every game, every practice reflected an unrelenting pursuit of excellence.

Throughout the season, the Knicks faced skepticism and doubt. Analysts, fans, and opponents frequently set low expectations, anticipating a performance that would blend into the mediocrity of past seasons. However, the team’s achievements this year shattered those low ceilings. They played with a tenacity and skill that not only impressed the league but also carved a new identity for themselves. Thibodeau’s reflection that the team “exceeded everybody’s expectations, except probably our own” speaks volumes about their mindset. Internally, the Knicks harbored a quiet confidence, a self-belief that propelled them to strive for greatness. This inner conviction was their driving force, creating a standard of excellence that was inherently higher than what others anticipated.

Embracing a Knicks’ Mindset in the High School Classroom

Of course, the educator in me needs to bring Thibodeau’s words into the the high school classroom. You see, Thibodeau’s reflection on the importance of giving everything you have, to live without regret, and exceeding expectations resonates far beyond the basketball court. This mindset is equally powerful and transformative in the high school classroom. Here’s how:

1. Total Commitment to Effort

Just as the Knicks players gave their all on the court, students can apply this principle to their studies. Whether it’s a challenging math problem, a complex science project, or a demanding essay, putting in maximum effort ensures that students do their best work. This commitment helps students develop resilience and perseverance, knowing that they have done everything possible to succeed.

2. Living Without Regret

By putting forth their best effort in every assignment and exam, students can avoid the regret of wondering what might have been if they had tried harder. This mindset encourages them to take ownership of their education, leading to greater satisfaction and a sense of accomplishment.

3. Exceeding Expectations

The Knicks surpassed what others expected of them by believing in their potential and striving for excellence. Similarly, students can set high personal goals and work towards surpassing them. This approach fosters a growth mindset, where students see challenges as opportunities to improve rather than obstacles to fear.

4. Building Self-Belief

The Knicks’ internal confidence drove their success. In the classroom, students who believe in their abilities are more likely to take risks, participate actively, and embrace difficult tasks. Teachers can nurture this self-belief by providing encouragement, recognizing effort, and celebrating progress.

5. Creating a Supportive Environment

A key factor in the Knicks’ success was their team spirit and mutual support. In a high school setting, fostering a collaborative and supportive classroom environment can help students thrive. Group projects, peer tutoring, and open discussions encourage students to support each other’s learning, enhancing overall performance.

6. Resilience in the Face of Failure

The Knicks’ journey wasn’t without setbacks, yet their unwavering effort allowed them to bounce back stronger. Similarly, students can learn to view failures not as endpoints but as valuable learning experiences. This resilience builds character and prepares them for future challenges.

7. Setting Personal Benchmarks

Students can take inspiration from the Knicks by setting personal benchmarks for success. These benchmarks might be improving grades, mastering a particular subject, or developing better study habits. Achieving these goals can boost confidence and motivate further progress.

Applying the Knicks’ mindset to the high school classroom cultivates a culture of effort, self-belief, and continuous improvement. By striving to give their all and exceed their own expectations, students can achieve academic success and personal growth. This approach not only prepares them for higher education and careers but also instills life-long values of perseverance, resilience, and self-confidence.

A Season to Remember

As the Knicks wrap up this season, their journey serves as a powerful narrative of overcoming doubt and surpassing limitations. The coach’s words will likely linger in the minds of players and fans alike, a reminder of what can be achieved with relentless effort and self-belief. In reflecting on this season, the Knicks have not just played basketball; they’ve crafted a story of resilience and ambition. They’ve demonstrated that with the right attitude and determination, exceeding expectations becomes not just a possibility, but a reality.

Looking ahead, the foundation laid this season paves the way for even greater aspirations. The team’s performance has set a new benchmark, one that will undoubtedly shape their future endeavors. As the city of New York reflects on this memorable season, it’s clear that the Knicks have redefined their narrative. They’ve proven that with heart and hustle, they can not only meet the expectations of their most ardent supporters but also inspire a broader audience with their commitment to excellence.

Coach Thibodeau and the 2024 New York Knicks, you are an inspiration to us all.

The Beauty of the Inquiry Conversation

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Unearthing School Needs, Listening, and Fostering Hope

We all know the fact that no two schools are alike. Each school has its unique set of strengths and challenges, its own character and culture, its own needs. Which is why the inquiry conversation, like those I have with school districts interested in learning more about what exactly a therapy dog program would look like in their school, is a truly beautiful thing. Let me tell you why.

During these conversations, I listen… a lot. I listen to educators share their experiences and insights. I get an insider’s perspective that no policy document or data report can ever fully capture. I hear the voices of passionate educators, who use their passion and commitment to paint a vivid picture of the real-world challenges faced by students in the day-to-day realities of the 21st century classroom.

Just Listen

Listening to educators during inquiry conversations is not just about absorbing information; it’s about building a bridge of trust and understanding. It’s about acknowledging the educators expertise, valuing their contributions to the organization, and recognizing how their efforts to even initiate an inquiry conversation in the first place is rooted in the best interest of students.

If an educator in your learning organization is passionate about a cause, advocates for their students’ needs, takes time out of their evening to connect with someone, like me, who can provide insight and thoughts for further consideration, that’s a pretty dang good, awesome, educator. Never, ever, let them go.

Hopes 

Inquiry conversations often reveal the hopes and dreams educators hold for their students. These hopes and dreams are deeply rooted in a genuine commitment to fostering the growth, well-being, and success for each learner.

And with each conversation, the voice of the educator carries with it a vision of what they wish for their students. It might be the hope for greater inclusivity with the student body, improved access to resources, or enhanced social-emotional support. 

Step One, Done.

So here’s to those next steps, the ones that take a conversation of hypotheticals to reality. And it will be a journey–a journey that involves dedication, collaboration, and a deep commitment to the well-being of students. I am honored and humbled to be included in step one of your process and cannot wait for step two, and three, and four…. thank you.