Tales of the unexpected: Teacher’s experiences of working with children and dogs in schools

Abstract

Abstract Globally, there are a growing number of dogs in schools. Research suggests that there are potential benefits of interactions between children and dogs in educational contexts, for example in terms of social–emotional, cognitive and physical development. However, there is a lack of research examining the potential challenges and limitations of involving a dog in school, particularly regarding the well-being of the dogs themselves. The present study investigated the experiences and perceptions of 453 educators around the world who have implemented a school dog program. The study found great variety in terms of the activities school dogs engage in. Despite respondents having positive perceptions of the benefits school dogs bring, many reported unexpected incidents from toileting and barking to more significant incidents such as growling and biting. This article highlights the relatively under explored tension between the practical, hands-on reality of including a sentient dog in the classroom, versus the ideas and expectations that teachers have about school dogs.

Keywords

• school dogs
• animal-assisted education
• animal-assisted intervention
• well-being