Animals as intervention: How schools are making use of animals as part of their educational provision.
type: CreativeWork
description: Background: The benefits of the human-animal bond have been documented across time and disciplines. More recently, international scientific research has provided promising results showing benefits to children and young people (CYP) of a range of ages, across a range of areas of impact; with no known study demonstrating a detrimental impact. However, no research to date has investigated current practice of including animals within educational settings in the UK. Aims: The aims of the current project were: 1) to explore whether, and how, animals are being included in UK based educational settings, 2) to consider what works and why to establish and incorporate animals in a school-based setting, 3) to consider what barriers exist in including animals in school-based settings and how have school staff/systems overcome them. Design: The research used a mixed methods design. Electronic surveys were sent to each statutory-aged school setting within a UK based Local Authority. From the survey respondents, 4 participants who were including animals in their setting completed semi-structured interviews. Analysis: Survey data was analysed using descriptive statistics. Interview data was analysed using thematic analysis. Findings: Results showed that approximately half of educational settings are including animals; mostly to support CYP’s general development and emotional wellbeing and mental health. All participants currently including animals intended to continue, and would recommend the practice to other settings. 5 broad themes and 10 broad subthemes were present across participants’ qualitative data. Further specific subthemes were identified for some participants; and each participant’s data was reported individually. Conclusions: The study shows UK school settings are including animals and supports previous research studies highlighting the perceived benefits of this practice. It also highlights the need and considerations required for schools to engage safely and effectiv…
abstract: Background: The benefits of the human-animal bond have been documented across time and disciplines. More recently, international scientific research has provided promising results showing benefits to children and young people (CYP) of a range of ages, across a range of areas of impact; with no known study demonstrating a detrimental impact. However, no research to date has investigated current practice of including animals within educational settings in the UK. Aims: The aims of the current project were: 1) to explore whether, and how, animals are being included in UK based educational settings, 2) to consider what works and why to establish and incorporate animals in a school-based setting, 3) to consider what barriers exist in including animals in school-based settings and how have school staff/systems overcome them. Design: The research used a mixed methods design. Electronic surveys were sent to each statutory-aged school setting within a UK based Local Authority. From the survey respondents, 4 participants who were including animals in their setting completed semi-structured interviews. Analysis: Survey data was analysed using descriptive statistics. Interview data was analysed using thematic analysis. Findings: Results showed that approximately half of educational settings are including animals; mostly to support CYP’s general development and emotional wellbeing and mental health. All participants currently including animals intended to continue, and would recommend the practice to other settings. 5 broad themes and 10 broad subthemes were present across participants’ qualitative data. Further specific subthemes were identified for some participants; and each participant’s data was reported individually. Conclusions: The study shows UK school settings are including animals and supports previous research studies highlighting the perceived benefits of this practice. It also highlights the need and considerations required for schools to engage safely and effectiv…
author: Hill, Emma
language: en
keywords: BF Psychology
date published: 2020-09
date modified: 2026-07-24T02:18:37Z
provider: University of Essex
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Essex & Tavistock and Portman NHS Trust