Key points:
- Pet therapy offers students a novel way to outline their own SEL goals
- SEL implementation soars across U.S.
- Simple steps to navigate difficult classroom discussions
- For more on student well-being, see eSN’s SEL & Well-Being hub
Recently, there has been tremendous growth in the focus on mental health in K-12 education. Children nowadays face various stressors in school (academically and socially), as well as challenges from their outside worlds that trickle into their school lives both directly and indirectly.
According to the World Health Organization (WHO), approximately 10-20 percent of children and adolescents worldwide experience mental health challenges; depression is the most prevalent amongst this group. Furthermore, the National Center for Education Statistics (NCES) reports that approximately 80 percent of public schools in the United States saw an increase in mental health needs following the COVID19 pandemic, but only 56 percent of schools report they can effectively provide mental health services. To further highlight the importance of mental health, the first Wednesday in November has been designated as International Stress Awareness Day to shed light on the impact of stress and the importance of managing it effectively.
As urban educators, we happily and willingly wear many hats. We are not only responsible for the academic growth of our students but also for fostering both a safe and emotionally healthy environment that supports their holistic development. Addressing mental health needs is an indirect vital part of our role as classroom teachers. School counselors and social workers provide professional support, but teachers can also play an essential role in promoting well-being amongst our students. By integrating mental health-friendly practices into our classrooms (i.e., mindfulness, emotional check-ins, social-emotional learning, etc.), we can help students build resilience and better navigate challenges.
One approach that we have recently engaged in is monthly pet therapy sessions, thanks to a grant that has allowed us to partner with a local pet therapy organization. These sessions have already had a tremendous impact on our sixth-grade students.
One of the most immediate and noticeable effects from our first pet therapy session was how it brought our students and us together as a community. The positive energy from the sessions lasted well beyond the time spent participating in pet therapy. From the moment the dog arrived, there was an uplift in everyone’s mood. Smiles were infectious, and laughter filled the room. There was an invigorating atmosphere of shared joy. A total of 96 smiling faces (92 kids + 4 teachers) at once–something we had ever experienced before during a school day. Throughout the weekend after our first Friday pet therapy session, parents expressed how cheerfully their children described the new experience.
It was heartwarming to see our students (who typically do not engage with one another) bond over the shared experience of petting and spending time with the energetic and loving pet therapy dog. Even some of our more reserved or anxious students who struggle with peer interactions were smiling, laughing, and participating with their classmates. Our English Language Learners (ELL) were also very actively engaged with their native English-speaking peers because they were all on a leveled playing field of love, happiness, and joy. We (teachers), too, were interacting with our students in atypical ways (sharing stories about pets and animals, sitting criss-cross on the floor alongside our students, etc.). This sense of unity and togetherness was the most rewarding aspect of the day.
In addition, it was great to see how calm our students were in the dog’s presence. The atmosphere in the room was remarkably peaceful (which is not always the norm for middle schoolers engaged in a fun activity). The students (including those we expected might be overly excited or rambunctious) seemed to instinctively understand the need for gentle and calm interactions. They waited patiently for their turn to be approached by the therapy dog to pet him, displaying impressive self-control. When interacting with him, the students were kind and gentle, which we strive for in our classrooms. Some of our more energetic students who sometimes find it difficult to sit still were suddenly calm and quiet. Of note, their gentleness was not prompted by our instructions; it came naturally while they interacted with the dog. While many students were eager to interact with the dog, some were initially apprehensive. Those students stood back and watched from a distance. However, the dog’s gentle and non-threatening temperament, coupled with their peers’ encouragement, gradually gave them the courage to engage. Watching our students overcome their fear was refreshing and is what we will remind them of to help them realize that they can overcome any obstacles they face this school year and beyond. The therapy dog’s presence provided a safe and nonjudgmental space for our students to take a step at their own pace, empowering them to break out of their shell.
Beyond the social and emotional benefits, pet therapy has also become an inadvertent incentive for our students. After our first session, many students approached us of their own accord and expressed a desire to participate in next month’s session. Several shared how they planned to improve their behavior or responsibility in order to qualify for future pet therapy sessions. This has opened up a new opportunity to motivate students in a positive and constructive way. By linking pet therapy to personal growth and improvement, we are not only encouraging good behavior, but also giving our students a tangible goal to work towards. The thought of spending time with the therapy dog has become a powerful incentive; we have seen a shift in the attitudes of students who previously struggled with motivation. This approach aligns well with the Positive Behavioral Interventions and Supports (PBIS) strategies we already implement in our respective classrooms and as a hallway with the same students insofar as it fosters self-discipline and self-awareness in a rewarding and non-punitive way.
The first sessions of pet therapy at our school have already made a profound impact. We are eager to see how future sessions continue to benefit our students. From strengthening our sense of community to promoting calmness and emotional growth, the power of these sessions goes beyond mere novelty because they offer a tangible boost to our students’ mental health and well-being. We look forward to continuing this journey and exploring how pet therapy can remain an integral part of supporting the emotional health of everyone involved.
Children nowadays face various stressors in school (academically and socially), as well as challenges from their outside worlds that trickle into their school lives both directly and indirectly. Featured on eSchool News, SEL & Well-Being, Student Well-Being, challenges, children, Education, K-12, K-12 education, national, National Center for Education Statistics, school, schools, states eSchool News
