Animal-Assisted Interventions in the Classroom-A Systematic Review

Brelsford, V L and Meints, K and Gee, N R and Pfeffer, K

International Journal of Environmental Reseasrch and Public Health (2017) 14:

DOI: 10.3390/ijerph14070669

Abstract

The inclusion of animals in educational practice is becoming increasingly popular, but it is unclear how solid the evidence for this type of intervention is. The aim of this systematic review is to scrutinise the empirical research literature relating to animal-assisted interventions conducted in educational settings. The review included 25 papers; 21 from peer-reviewed journals and 4 obtained using grey literature databases. Most studies reported significant benefits of animal-assisted interventions in the school setting. Despite this, studies vary greatly in methods and design, in intervention types, measures, and sample sizes, and in the length of time exposed to an animal. Furthermore, a worrying lack of reference to risk assessment and animal welfare must be highlighted. Taken together, the results of this review show promising findings and emerging evidence suggestive of potential benefits related to animals in school settings. The review also indicates the need for a larger and more robust evidence base driven by thorough and strict protocols. The review further emphasises the need for safeguarding for all involved-welfare and safety are paramount.

Citation

Brelsford, V. L., Meints, K., Gee, N. R., & Pfeffer, K. (2017). Animal-Assisted Interventions in the Classroom-A Systematic Review. International Journal of Environmental Reseasrch and Public Health, 14(7). https://doi.org/10.3390/ijerph14070669 Dogs, AAT, Animal-assisted intervention, Animal-assisted Therapy, Children, Classroom, School

Keywords

• Dogs
• AAT
• Animal-assisted intervention
• Animal-assisted Therapy
• Children
• Classroom
• School