Research & Evidence

Is dog-assisted learning effective?

Yes!

While many people are familiar with the anecdotal evidence of the benefits of therapy dogs in schools—or they have experienced the positive effects from a companion animal at home—there is also a growing body of research and peer-reviewed evidence supporting the ethical incorporation of well-trained therapy dogs in educational settings. 

As a starting point, the Animal Therapies LTD ‘“Dogs in Schools” Guidelines’ document provides a wealth of references to research and studies demonstrating the overarching benefits of the human-animal bond as well as the benefits of animal-assisted learning in schools. The studies cited in these guidelines include benefits in school settings such as: 

• Improved school attendance (Putz 2014; Beetz 2013)
• Improved concentration (Wohlfarth et al. 2013; Jurickova et al. 2020)
• Improved social functioning (O’Haire 2013, Kotrschal & Ortbauer 2003, Esteves & Stokes 2008; Funahashi et al. 2014; Tissen et al. 2007)
• Increased empathy (Tissen et al. 2007)
• Improved self-esteem and confidence (Putz 2014)
• Improved self-regulation and self-control (Putz 2014)
• Improved mood (Adamle et al. 2009)

(See full list of references in the ‘“Dogs in Schools’” Guidelines’.) 

Many studies provide scientific support for the use of animal-assisted education. The articles and literature reviews below (completed by Canine Comprehension mentors) examine some of the evidence available, providing links to further resources and reading.