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Exploring School Staff Perceptions Relating to Animals and Their Involvement in Interventions to Support Mental Health

Author

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  • Rhoda A. Leos

    (School of Public Health, University of Texas Health Science Center at Houston, Houston, TX 77030, USA)

  • Paula M. Cuccaro

    (School of Public Health, University of Texas Health Science Center at Houston, Houston, TX 77030, USA)

  • John R. Herbold

    (School of Public Health, University of Texas Health Science Center at Houston, Houston, TX 77030, USA)

  • Belinda F. Hernandez

    (School of Public Health, University of Texas Health Science Center at Houston, Houston, TX 77030, USA)

Abstract

Given the growing awareness of the health benefits of human–animal interactions, the use of animal-assisted interventions (AAIs) in educational settings has increased over the years. While many school districts are now considering or utilizing AAIs, the literature investigating AAI-related perceptions among school stakeholders is limited with previous studies focusing on evaluating specific programs. To address this gap, a qualitative exploratory study was conducted using semi-structured interviews with school staff in the San Antonio, TX community. A total of 11 interviews were completed with staff serving preschool and elementary school age children. Data collected from interviews were analyzed using thematic analysis. Findings demonstrated that participating staff had some knowledge of the potential benefits of human–animal interactions and perceived the involvement of animals in interventions to be beneficial to children’s emotions and social-emotional skills. While perceptions of AAIs were generally positive, concerns around children’s safety and well-being were expressed as potential barriers in the adoption of AAIs in schools. These findings are preliminary and provide a segue to future research that can help expand our understanding of how school staff perceive AAIs, their impact on children’s mental health, their compatibility with school values, and their advantage relative to other interventions.

Suggested Citation

  • 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.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:12:p:7126-:d:835840
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    References listed on IDEAS

    as
    1. Benjamin Saunders & Julius Sim & Tom Kingstone & Shula Baker & Jackie Waterfield & Bernadette Bartlam & Heather Burroughs & Clare Jinks, 2018. "Saturation in qualitative research: exploring its conceptualization and operationalization," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(4), pages 1893-1907, July.
    2. 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.
    3. Henrik Lerner, 2019. "A Proposal for a Comprehensive Human–Animal Approach of Evaluation for Animal-Assisted Interventions," IJERPH, MDPI, vol. 16(22), pages 1-4, November.
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