Animal-assisted education: Perception of teachers and parents on the impact of the DOG project

Abstract

Introduction: Research regarding Animal-Assisted Education (AAE) is a relatively new field. Due to the growing number of programs in the field, investigating AAE interventions is important. The aim of this study was to gain insight into teachers’ and parents’/caregivers’ perceptions of the impacts of a specific form of Animal-Assisted Service (AAS, formerly Animal-Assisted Intervention (AAI) namely, an Animal-Assisted Education (AAE) program for primary school students, as offered in the Netherlands. Materials and methods: This study was designed as an exploratory qualitative study, executed by means of interviews using a semi-structured questionnaire. Twelve teachers and ten parents/caregivers were interviewed. The analysis started with open coding and was followed by axial and selective coding. Results: There is significant agreement regarding the positive influence of AAE on the perception of teachers and parents. Both notice an impact beyond the context of the AAE sessions in the areas of communication, social-emotional development, self-confidence, and environmental factors. Teachers also note that the AAE project has provided them with insights that influence their professional development. Conclusion: It can be cautiously stated that 10 sessions, according to the DOG project, had a positive impact on the social-emotional development of elementary school students according to their parents and teachers. Further research on what AAE means for students is recommended. Considering the unforeseen and impactful outcome of this playful interaction initiative on teachers, it is advised to conduct subsequent research to further explore the underlying mechanisms, aiming to enhance the professional development of teachers.