Dogs in UK schools: an evaluation of the status quo

Animal-assisted education describes activities with non-human animals in the education process, such as school and university environments, and has gained increasing attention due to its potential to enhance student well-being and learning outcomes. While animal-assisted education offers numerous benefits, it also necessitates careful consideration of potential risks to the students, staff and non-human animals involved. In the present study, we conducted a survey to investigate the current perceptions and practices surrounding the use of dogs in primary schools across the UK, with a specific focus on risk assessment practices and animal welfare. We received 97 questionnaire responses. Most dogs in schools belong to staff, followed by dogs from professional organizations. Participants reported a wide variety of different dog breeds being used in schools. Interestingly, more respondents indicated that dogs require training before being used in schools compared to handlers requiring training. Respondents rated benefits to dogs, children and staff well-being as more important than educational benefits and the support of special educational needs in class. Sixty-seven percent of respondents indicated awareness of a risk assessment being conducted before a dog is brought into a school. In the previous 12 months, 88% of respondents were not aware of any injuries caused by, or aggressive behavior shown by, a dog in the school, 2% were aware of very rare incidents, 3% knew of a small number of incidents (fewer than five) and 7% indicated not to know. Our findings aim to inform policymakers, educators, and animal welfare organizations working to promote the responsible integration of dogs in educational settings, with a focus on safeguarding the well-being of both students and animals.