Incorporating Human–Animal Interaction Into Academic Stress Management Programs: Effects on Typical and At-Risk College Students’ Executive Function

Abstract

Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students’ academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human–animal interaction (HAI) and evidence-based content presentations on students’ executive functioning (EF). Effects were examined while considering the moderating role of students’ risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (Β = 4.74, p = .018) and metacognition (Β = 4.88, p = .013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (ΒGlobal EF = 4.48, p = .028; ΒMetacognition = 5.31,p = .009). Since evidence-based content presentations did not confer benefits for at-risk students’ EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.