Why We Need a National School Dog Alliance (NSDA)
If you've ever seen the excitement in a child's eyes when a dog walks into their classroom, you'll know just how powerful that moment can be. Schools all over the world are embracing the idea of having dogs on-site to help boost student wellbeing, engagement, motivation, and social skills. Research has shown that dogs in schools can help reduce anxiety in children, promote emotional regulation, and even encourage the development of empathy. In an age where mental health is rightfully being prioritised, these are huge gains. Just imagine a child who struggles with social interaction, quietly sitting next to a calm dog, petting it and feeling a sense of peace they rarely get in a busy classroom. It’s a beautiful thing, if we get the right child, with the right dog in the right context.
‘Pawsing for thought’
But here’s the catch: without proper guidance and structure, not all children, or dogs are going to benefit equally. In fact, it could go terribly wrong. The realities of bringing a sentient animal into an already busy school context needs careful preparation, planning and managing.
‘Tails of the Unexpected’
A recent study we conducted involving over 1,000 teachers across the globe revealed some surprising, and frankly, concerning findings. While most teachers are excited about the potential benefits of having dogs in their classrooms, they’re also facing unexpected challenges. Problematic incidents happen, and many teachers say that they just aren’t prepared to handle them. This is not surprising – teachers are talented, hardworking and creative, but most are not trained dog handlers.
Some teachers reported feeling completely out of their depth when it came to working with a dog alongside their learners. What if a child is terrified of dogs? What if the dog becomes anxious and reacts in a way that could be unsafe? These are real issues that need addressing. In our research project, when we analysed video material of interactions between children and dogs, whilst most were joyful, we also saw times when dogs were clearly feeling stressed.
And it gets more complicated. Many schools are adopting dogs without any formal guidance or experience. The practices vary widely. Some dogs belong to a staff member and come to school every day, while others visit periodically through established organisations. The problem is, for schools going it alone, there’s no consistent approach, and no freely available ‘go-to’ set of guidelines to ensure that these interactions are positive and productive for everyone involved.
How can the NSDA make a difference?
So, where do we go from here? This is where the National School Dog Alliance can step in. We hope that the NSDA can become a game-changer by bringing together academics, educators, allied professionals, canine behavioural experts, and policymakers to create a cohesive community to promote discussion around effective principles to integrate dogs into schools.
Imagine a world where every teacher who wants to introduce a dog into their classroom has access to case studies, resources and best practice exemplars. Where every school has clear guidelines on how to manage the dog’s welfare, alongside the wellbeing of the children. And where there is a body lobbying towards national standards for evaluating the impact of having a dog in the classroom. That’s the future we need to aim for.
The NSDA will also provide much-needed support for teachers who are eager but unsure how to proceed. It would serve as a network where educators can access training, get advice, and even share their experiences. And it wouldn’t just stop at the UK—there’s potential for international collaboration, sharing knowledge between countries like Germany, the Netherlands, and beyond. This would allow for a rich exchange of ideas and best practices, ensuring that no matter where you are, the integration of dogs in schools is done with care, precision, and attention to detail.
The most exciting part? The NSDA won’t just be about guidelines and policies—it would be about creating a true community. Teachers, dog trainers, researchers, and students would all have a role to play in shaping the future of school dogs. Our website would be the key vehicle for sharing resources, but more importantly, for fostering conversations. Imagine being able to tune in to a podcast where international experts discuss key issues relating to all things canine or attend an online conference where teachers can meet with canine experts, policymakers, and even researchers from universities across the globe. Or having the opportunity to recognise the work of your school’s dog through the UK School Dog of the Year competition. The discussions would be rich, and the potential for change immense.
So yes, school dogs have the potential to make a massive difference in the lives of children—but only if we get it right. We hope that the National School Dog Alliance will be a vehicle to help us do just that. Let’s build this together and ensure that every child who encounters a dog in their school has a safe, positive, and transformative experience. It’s time to turn this wonderful idea into something that works for everyone, including the dogs.
Key takeaways or keywords
- Why do we need a NSDA?
- What might this achieve?
Reflection points
- How could you contribute the aims and vision of the NSDA?
Lewis, Helen, Godfrey, Janet Oostendorp, Knight, Cathryn (2023) Tales of the unexpected: Teacher’s experiences of working with children and dogs in schools, Human-Animal Interactions, https://www.cabidigitallibrary.org/doi/10.1079/hai.2023.0040