Australian University Students’ Experience of Animal-Assisted Education: An Exploratory Study
School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD 4072, Australia
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Animals 2024, 14(19), 2792; https://doi.org/10.3390/ani14192792
Submission received: 30 August 2024
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Revised: 23 September 2024
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Accepted: 26 September 2024
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Published: 27 September 2024
(This article belongs to the Special Issue New Insights in Human-Animal Relationship: Emotions and Welfare)
Simple Summary
University students frequently experience poor mental health. Whilst many universities have made it a priority to provide services directed towards supporting student mental health and wellbeing, several barriers to accessing these services exist, reducing their overall uptake. Animal-assisted education implemented within primary and secondary schools has shown promise as a potential intervention to support student mental health and wellbeing. Furthermore, while some studies have evaluated the impact of animal-assisted activities in university settings, there is a specific gap in the research concerning animal-assisted education. This study aimed to gain a preliminary understanding of the experience of university students involved in animal-assisted education. Findings showed that the students valued the presence of the therapy dog within their learning activities. They particularly highlighted the benefits they experienced in their overall mood, learning experiences, and social engagement. This study highlights the need for further research into the influence of animal-assisted education on student mental health and wellbeing.
Abstract
University students experience poorer mental health outcomes when compared to the general population. Poor mental health has been associated with reduced wellbeing and low academic performance, resulting in higher rates of withdrawal. Animal-assisted education is an intervention found to result in a reduction in anxiety and an increased learning engagement among primary and secondary students. However, minimal research has been conducted regarding the inclusion of therapy dogs in the learning environments of students in tertiary education. This study explored the influence of animal-assisted education on the experience of university students. A total of 56 university students engaged with animal-assisted education over a 13-week period and completed an online survey comprised of open- and closed-response questions. The findings showed that all perceived benefits of the therapy dog, including improved mood and reduction of anxiety, increased motivation and engagement in learning activities, as well as an improved social engagement with peers and the educator. Preliminary findings demonstrated that the inclusion of animal-assisted education into the teaching of university students may assist in supporting their mental health and overall learning experience. Research is needed to explore the most effective ways to incorporate animal-assisted education into university settings for both students and therapy dogs.
