Australian University Students’ Experience of Animal-Assisted Education: An Exploratory Study

Abstract

University students experience poorer mental health outcomes when compared to the general population. Poor mental health has been associated with reduced wellbeing and low academic performance, resulting in higher rates of withdrawal. Animal-assisted education is an intervention found to result in a reduction in anxiety and an increased learning engagement among primary and secondary students. However, minimal research has been conducted regarding the inclusion of therapy dogs in the learning environments of students in tertiary education. This study explored the influence of animal-assisted education on the experience of university students. A total of 56 university students engaged with animal-assisted education over a 13-week period and completed an online survey comprised of open- and closed-response questions. The findings showed that all perceived benefits of the therapy dog, including improved mood and reduction of anxiety, increased motivation and engagement in learning activities, as well as an improved social engagement with peers and the educator. Preliminary findings demonstrated that the inclusion of animal-assisted education into the teaching of university students may assist in supporting their mental health and overall learning experience. Research is needed to explore the most effective ways to incorporate animal-assisted education into university settings for both students and therapy dogs.

Keywords

• animal-assisted education
• animal-assisted interventions
• mental health
• student wellbeing
• student engagement