Key points:
Recently, there has been an increasing emphasis on mental health in primary and secondary education. Today’s children face various stressors at school (academic and social), as well as challenges from the outside world that directly and indirectly spill over into their school life.
According to the World Health Organization (WHO), approximately 10 to 20 percent of children and adolescents worldwide suffer from mental health problems; depression is most prevalent among this group. Additionally, the National Center for Education Statistics (NCES) reports that approximately 80% of public schools in the United States have seen an increase in mental health needs as a result of the COVID-19 pandemic, but only 56% of schools report being able to effectively provide mental health services. To further highlight the importance of mental health, the first Wednesday in November has been designated as International Stress Awareness Day to highlight the impact of stress and the importance of managing it effectively.
As urban educators, we happily and willingly wear many hats. We are not only responsible for the academic growth of our students, but also for fostering a safe and emotionally healthy environment that supports their holistic development. Addressing mental health needs is an essential and indirect part of our role as teachers. School counselors and social workers provide professional support, but teachers can also play a vital role in promoting the well-being of our students. By integrating mental health-friendly practices into our classrooms (i.e. mindfulness, emotional control, social-emotional learning, etc.), we can help students develop resilience and better cope the challenges.
One approach we have recently engaged in is monthly pet therapy sessions, thanks to a grant that allowed us to partner with a local pet therapy organization. These sessions have already had a huge impact on our sixth form students.
One of the most immediate and visible effects of our first pet therapy session was how it brought our students and us together as a community. The positive energy generated by the sessions lasted well beyond the time spent participating in pet therapy. As soon as the dog arrived, everyone’s mood improved. The smiles were contagious and the laughter filled the room. There was an invigorating atmosphere of shared joy. A total of 96 smiling faces (92 children + 4 teachers) at once – something we have never experienced before during a school day. Throughout the weekend following our first Friday pet therapy session, parents expressed how happily their children described the new experience.
It was heartwarming to see our students (who typically don’t engage with each other) bond over the shared experience of petting and spending time with the energetic and loving pet therapy dog. Even some of our more reserved or anxious students who have difficulty interacting with their peers were smiling, laughing, and participating with their classmates. Our English Language Learners (ELLs) were also very actively engaged with their native English speaking peers, as they were all on equal footing when it came to love, happiness, and joy. We (teachers) also interact with our students in atypical ways (sharing stories about pets and animals, sitting crosswise on the floor alongside our students, etc.). This feeling of unity and togetherness was the most enriching aspect of the day.
Additionally, it was great to see how calm our students were around the dog. The atmosphere in the room was remarkably peaceful (which is not always the norm for middle school students engaged in a fun activity). Students (including those we expected might be overly excited or boisterous) seemed to instinctively understand the need for gentle, calm interactions. They waited patiently for their turn to be approached by the therapy dog for petting, displaying impressive self-control. When interacting with him, students were kind and gentle, which is what we look for in our classrooms. Some of our most energetic students, who sometimes had trouble sitting still, suddenly became calm and quiet. It should be noted that their gentleness was not prompted by our instructions; this came naturally as they interacted with the dog. While many students were eager to interact with the dog, some were initially apprehensive. These students stood back and watched from afar. However, the dog’s gentle, non-threatening temperament, coupled with encouragement from his peers, gradually gave him the courage to engage. Seeing our students overcome their fear was refreshing and is what we will remind them of to help them realize they can overcome any obstacles they face this school year and beyond. The presence of the therapy dog provided a safe, non-judgmental space for our students to move at their own pace, allowing them to come out of their shell.
Beyond the social and emotional benefits, pet therapy has also become an unintended incentive for our students. After our first session, many students approached us on their own and expressed a desire to participate in next month’s session. Several explained how they planned to improve their behavior or responsibility in order to qualify for future pet therapy sessions. This opened up a new opportunity to motivate students in a positive and constructive way. By associating pet therapy with personal growth and improvement, we not only encourage good behavior, but also give our students a concrete goal to work toward. The idea of spending time with the therapy dog became a powerful motivator; we saw a change in the attitudes of students who previously had motivation problems. This approach aligns well with the Positive Behavioral Interventions and Supports (PBIS) strategies we already implement in our respective classrooms and as a hallway with the same students in that it promotes self-discipline and self-awareness in an enriching, non-punitive way.
The first pet therapy sessions in our school have already had a profound impact. We look forward to seeing how future sessions continue to benefit our students. Whether it’s strengthening our sense of community or promoting calm and emotional growth, the power of these sessions goes beyond mere novelty as they offer a tangible boost to mental health and well-being. -be one of our students. We look forward to continuing this journey and exploring how pet therapy can remain an integral part of supporting the emotional health of everyone involved.
