Does having a school-based wellbeing dog influence children’s socio-emotional development and learning? A thematic analysis of parent perspectives

Abstract

This qualitative study explores the influence of having a ‘newly acquired’ school-based wellbeing dog on children’s socio-emotional development and learning, as reported by seven parents of children at a participating school. Results revealed three superordinate themes: Social Communication; Management of Emotions; and Attendance and Engagement. Parents held positive views towards the newly acquired wellbeing dog, especially regarding its role in their child’s socio-emotional development as well as their school engagement. The findings add to sparse literature, advocating for a wider distribution of wellbeing dogs in mainstream schools to support the mental health and wellbeing of children.