Opportunities, challenges, and practical considerations in implementing animal-assisted activities in primary school classrooms

Abstract

Animal-Assisted Activities (AAA) are increasingly used in education to improve learning and support students’ social and emotional development. This study explores primary schools teachers experiences of doing/using animal-assisted activities with dogs. Through interviews with three primary school teachers, I examined teachers' perspectives on how a dog's presence affects classroom mood, student motivation, peer relationships, and the practical steps needed to care for the animal.

Using thematic analysis, I identified key benefits: the dog helps calm the class, motivates students, and provides emotional support, for example, through reading with the dog, which encourages children to read more confidently. At the same time, teachers face real challenges, such as spotting early signs of stress in the dog, managing diverse student needs, and working without clear school policies. Success relies on rules for interacting with the dog, scheduled breaks for the animal, and proper handler training.

The findings suggest that AAA works best when seen as a relationship-based practice, not a quick fix. To make AAA sustainable and to ensure wellbeing of all involved is taken into account schools need clear guidelines, support for teacher training, and attention to animal welfare. By sharing teachers' real-life experiences, this study offers practical ideas for schools considering AAA and points to areas where further research can deepen our understanding.