Goats in Schools: Parental Attitudes and Perceived Benefits

Abstract

ABSTRACT Animal interactions can provide numerous benefits for child development and education. In the United States, goats are increasingly used in urban farm to school (FTS) programs to enhance children's learning and outdoor experiences. This study examined parents’ attitudes toward the presence of goats in a middle school FTS program and in their residential community, and the perceived effects of goat experiences for their children. Parents’ observations and reflections afford insights into the beneficial impacts that animals have on children and may also serve as a means to gauge parents’ willingness to support animal care and thus enhance the sustainability of FTS programming. Using a retrospective pretest design, we surveyed 112 parents and guardians of students at an urban middle school in the Southeast USA, posing questions about their evolving attitudes toward goats and other animals at the school, their children's experiences with goats and other FTS program elements, and their views regarding the presence, benefits, and drawbacks of goats in the community more broadly. We found that parents generally had very positive attitudes toward goats (and other FTS elements) prior to their students’ attendance, and that these became more positive with time. Over 90% of respondents believed goats positively influenced their children’s interest or enthusiasm for school. Parents also reported broad acceptance of the presence of goats throughout their community. We conclude that goats can be valuable assets in FTS programs, and use insights afforded by parents’ perceptions to draw recommendations for building collaborative support to provide more opportunities for child–goat engagement at schools and in urban communities.