An evaluation of a dog-assisted social and emotional learning intervention in a school setting: Study protocol for a cluster-randomised trial

Abstract

Many children and adolescents experience mental health problems which has highlighted the need for early intervention. Social and emotional learning (SEL) interventions in schools can support the wellbeing of children. There is also increasing recognition of the benefits of therapy dogs on the psychological, biological and social aspects of children's wellbeing. Although there has been growing interest in using therapy dogs in primary school settings, research within the school setting has been impeded by methodological limitations. In particular, there is limited research investigating therapy dog-assisted SEL interventions within mainstream schools. The negative long-term impact of mental health problems and poor social competence make early intervention and prevention a focus. This paper outlines the protocol to implement a therapy dog-assisted SEL intervention using Merrell's Strong Kids Grades 3-5 Program in an Australian primary school using a cluster-randomised trial. Students in Year 5 will take part in the program and classes will be randomly allocated to one of three groups: (1) control/waitlist group, (2) SEL intervention group and (3) therapy dog-assisted SEL intervention group. The primary outcome is social competence (prosocial skills and SEL knowledge), and the secondary outcome is internalising behaviour (symptoms of anxiety and depression). A third outcome of engagement will also be investigated. Findings from this research will contribute to the discussion regarding the use of therapy dogs in schools and, if proven effective, will provide a way to incorporate a therapy dog into a school setting to support social competence and the wellbeing of students. Trial number: ACTRN12622000765729 on the Australian New Zealand Clinical Trials Registry.