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Animal-Assisted Interventions for the Improvement of Mental Health Outcomes in Higher Education Students: A Systematic Review of Randomised Controlled Trials

Author

Listed:
  • Charlotte Parbery-Clark

    (Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE1 7RU, UK
    Newcastle City Council, Civic Centre, Newcastle upon Tyne NE1 8QH, UK)

  • Marvellas Lubamba

    (Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE1 7RU, UK)

  • Louise Tanner

    (Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE1 7RU, UK)

  • Elaine McColl

    (Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE1 7RU, UK)

Abstract

Background: The aim of this systematic review was to evaluate the effectiveness of Animal-Assisted Interventions (AAIs), particularly Animal-Assisted Therapy (AAT) and Animal-Assisted Activity (AAA), in improving mental health outcomes for students in higher education. The number of students in higher education reporting mental health problems and seeking support from universities’ student support services has risen over recent years. Therefore, providing engaging interventions, such as AAIs, that are accessible to large groups of students are attractive. Methods: MEDLINE, PsycINFO, Embase and Cochrane Library were searched from relative inception to end of April 2020. Additionally, a grey literature search was undertaken. Independent screening, data extraction and risk of bias assessment were completed, with varying percentages, by two reviewers. Results: After de-duplication, 6248 articles were identified of which 11 studies were included in the narrative synthesis. The evidence from randomised controlled trials suggests that AAIs could provide short-term beneficial results for anxiety in students attending higher education but with limited evidence for stress, and inconclusive evidence for depression, well-being and mood. For the non-statistically significant results, the studies either did not include a power calculation or were under-powered. Conclusions: Potential emerging evidence for the short-term benefits of AAI for anxiety, and possibly stress, for students in higher education was found.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:20:p:10768-:d:655758
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    References listed on IDEAS

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    3. 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.
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    5. 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.
    6. Dasha Grajfoner & Emma Harte & Lauren M. Potter & Nicola McGuigan, 2017. "The Effect of Dog-Assisted Intervention on Student Well-Being, Mood, and Anxiety," IJERPH, MDPI, vol. 14(5), pages 1-9, May.
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