Therapy animals in autistic provision

Emma Sanderson, discusses the use of therapy animals in specialist provision.

In the US, the use of therapy dogs and other animals – Animal-Assisted Interventions (AAI) -has been widespread in educational settings for some time. Now the benefits of AAI is becoming more recognised here in the UK.  

As yet, there is little UK-based research into the effects of AAI, however, findings from the US and around the world, generally agree on the positive impact animals have on children’s emotional and psychological wellbeing, social interaction and connection. This includes reducing feelings of stress, anxiety and depression and stimulating the release of endorphins and oxytocin – the ‘feel-good’ hormones which promote feelings of happiness and wellbeing.

Studies show children brought up with pets have greater empathy and self-esteem; ‘Pets were often ranked higher than certain kinds of human relationship, and featured prominently as providers of comfort, esteem support and confidantes for a secret.’ J McNicholas, G M Collis (2002) ¹

For children who struggle with social interaction and connection – a challenge for many autistic children – pet therapy acts as a ‘social bridge’, promoting engagement, and encouraging communication and interaction, as well as improving self-regulation, and the development of empathy skills.² Animals provide a non-judgemental, unconditional relationship and help create a soothing environment, emotional support and a sense of security.

While the inclusion of animals in educational interventions has grown in popularity over recent years, the way they are managed and the activities or interventions they are involved in, varies significantly from school to school. Some places have animals living on site, and children interact with them on a daily basis, with animal care as a regular part of the school routine. Other schools invite AAI charities and professional organisations to visit with the pupils, and some schools may have teachers’ pets spending the day in the classroom. Additionally, pupils may be taken to farms or animal centres offsite, to visit the animals in their own environment.

Whichever approach is used, there are some important issues to consider. The health, safety and wellbeing of all concerned – children, adults and animals, should be the top priority. Medical and cultural factors should be thoroughly investigated, as well as whether individual children may be fearful or anxious around animals.

Organisations such as PETA question the ethics of subjecting animals to the potential stress of a classroom environment.

Apart from deciding which species of animal would be best in a particular setting, it’s also important to be mindful of the individual animal itself. A dog may seem ideal, but is their personality suited to that environment and that group of pupils?

With these considerations in mind, well-managed AAI has the potential to contribute to the progress and development of pupils.

– Ends –

Notes to editors

¹ Children’s representations of pets in their social networks – McNicholas – 2001 – Child: Care, Health and Development – Wiley Online Library

² The Role of Animal-Assisted Interventions in Communication Skills of Children With Autism