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Animal-Assisted Interventions in the Classroom—A Systematic Review

Author

Listed:
  • Victoria L. Brelsford

    (School of Psychology, University of Lincoln, Brayford Pool, Lincoln, Lincolnshire LN6 7TS, UK)

  • Kerstin Meints

    (School of Psychology, University of Lincoln, Brayford Pool, Lincoln, Lincolnshire LN6 7TS, UK)

  • Nancy R. Gee

    (Department of Psychology, State University of New York, Fredonia, NY 14063, USA
    WALTHAM™ Centre for Pet Nutrition, Waltham-on-the-Wolds, Melton Mowbray, Leicstershire LE14 4RT, UK)

  • Karen Pfeffer

    (School of Psychology, University of Lincoln, Brayford Pool, Lincoln, Lincolnshire LN6 7TS, UK)

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.

Suggested Citation

  • Victoria L. Brelsford & Kerstin Meints & Nancy R. Gee & Karen Pfeffer, 2017. "Animal-Assisted Interventions in the Classroom—A Systematic Review," IJERPH, MDPI, vol. 14(7), pages 1-33, June.
    • Handle: RePEc:gam:jijerp:v:14:y:2017:i:7:p:669-:d:102256
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    References listed on IDEAS

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    1. Balluerka, Nekane & Muela, Alexander & Amiano, Nora & Caldentey, Miquel A., 2014. "Influence of animal-assisted therapy (AAT) on the attachment representations of youth in residential care," Children and Youth Services Review, Elsevier, vol. 42(C), pages 103-109.
    2. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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    Cited by:

    1. Kristýna Machová & Radka Procházková & Mariana Vadroňová & Michaela Součková & Eliška Prouzová, 2020. "Effect of Dog Presence on Stress Levels in Students under Psychological Strain: A Pilot Study," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
    2. Charlotte Parbery-Clark & Marvellas Lubamba & Louise Tanner & Elaine McColl, 2021. "Animal-Assisted Interventions for the Improvement of Mental Health Outcomes in Higher Education Students: A Systematic Review of Randomised Controlled Trials," IJERPH, MDPI, vol. 18(20), pages 1-43, October.
    3. Rhoda A. Leos & Paula M. Cuccaro & John R. Herbold & Belinda F. Hernandez, 2022. "Exploring School Staff Perceptions Relating to Animals and Their Involvement in Interventions to Support Mental Health," IJERPH, MDPI, vol. 19(12), pages 1-10, June.

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