Introduction
Support dogs have a unique capacity to foster emotional well-being, reduce stress and anxiety, and enhance overall functioning in school communities. Across the globe, educators and mental health professionals are recognizing the value of integrating support animals into school environments as part of a holistic approach to learning and well-being. This framework outlines how educators and counselors can safely and effectively introduce a support dog program within diverse educational contexts. Drawing from established practices and years of experience, it offers guidance on implementation, safety, training, and ethical considerations.

Benefits of Support Dogs in Schools
Support dogs can provide measurable benefits in academic and emotional domains:

• Enhances readiness to learn and promotes emotional regulation across age levels
  
  

• Reduces stress and anxiety, improving cognitive performance and classroom behavior
  
  

• Improves social-emotional learning, fostering empathy and interpersonal connection
  
  

• Increases staff well-being and productivity through stress relief and emotional grounding
  
  

• Promotes physical activity, particularly in programs where walking dogs is part of the model
  
  

Program Description
Support dogs can be incorporated into school environments in various ways:

• In counseling sessions with students individually or in groups
  
  

• In classroom visits connected to social-emotional learning (SEL), testing preparation, or debrief
  
  

• During supervised walk-and-talks for older students (typically high school level and above)
  
  

• Through student-led wellness clubs or animal-assisted intervention activities, with appropriate permissions
  
  

Programs should ensure that:

• Dogs are always accounted for, with clear documentation of their location and handler
  
  

• Students under a certain age (typically under five) are not in direct contact with dogs due to health safety concerns
  
  

• Opt-out options are communicated to families in advance for classroom visits
  
  

• Support animals are scheduled based on student need, division schedules, and handler availability
  
  

Support Dog Requirements
To participate in a school-based support program, dogs must meet the following criteria:

• Certified or evaluated as emotional/psychiatric support animals through a recognized program
  
  

• Friendly, non-aggressive temperament, well-socialized, and appropriate for educational settings
  
  

• Well-groomed, with up-to-date vaccinations and parasite prevention
  
  

• Low-dander or hypoallergenic, ideally short-haired breeds to reduce allergic reactions
  
  

• Clear identification, such as a vest or collar tag, indicating the animal is a working support dog
  
  

Routine veterinary checkups should be logged and filed with the school nurse or designated health officer.

Handler Requirements
Support dog handlers in an educational setting should:

• Have extensive experience with dogs (minimum of one year in a home or professional context)
  
  

• Complete training in dog handling and canine behavior, particularly related to support animals
  
  

• Be familiar with protocols for managing behavior, health, and emergencies
  
  

• Be knowledgeable about how to integrate dogs ethically into school environments
  
  

Specific Contexts:
Counseling settings: Counselors should have experience working with therapy animals and appropriate mental health credentials.
Classroom or wellness use by staff: Staff must know the dog’s basic commands and be capable of managing the dog’s needs (e.g., walks, cleanup).
Student handlers (where applicable): Older students may engage with dogs independently, with written guardian consent and prior experience handling animals. Students should be trained in basic commands, care responsibilities, and respectful handling.

Health and Safety Protocols
Clear procedures should be in place for:

• Injury to humans or dogs
  
  

• Damage to school property
  
  

• Allergic or medical reactions
  
  

• Dog illness or emergencies
  
  

Schools should:

• Maintain health records for each dog
  
  

• Provide opt-out options for students and staff
  
  

• Ensure dogs are never present without a trained adult on campus
  
  

• Communicate visits and participation clearly with families and staff
  
  

• Have a crisis response protocol for the loss or death of a support animal, similar to grief protocols used for staff
  
  

Ethical and Legal Considerations
While specific laws vary by region, all programs should align with:

• Animal welfare laws regarding treatment, certification, and ownership of support animals
  
  

• Workplace safety regulations that ensure both human and animal well-being
  
  

• Data privacy and consent laws, particularly when documenting student interaction or well-being
  
  

Ownership of the support animal should lie with a staff member or professional handler. Student-owned animals are generally discouraged due to liability and continuity issues. All new animals entering the program should be evaluated using a consistent framework that includes:

• Public access behavior
  
  

• Calmness under stress
  
  

• Ability to offer emotional grounding (e.g., deep pressure therapy)
  
  

• Safe, responsive interactions with children and adults
  
  

Funding and Sustainability
Programs should budget annually for each animal. Estimated costs may include:

• Veterinary care (vaccinations, medications, check-ups)
  
  

• Food and care supplies (snacks, leashes, waste bags)
  
  

• Insurance or liability coverage
  
  

• Training and certification (for both dogs and handlers)
  
  

Schools are encouraged to fund initial and recurring training expenses and explore community sponsorships or grants where available.

Conclusion
Support dogs are a valuable asset to any educational environment when introduced thoughtfully and ethically. With appropriate planning, training, and communication, a support dog program can foster joy, connection, and healing in ways that few other tools can. As educators and counselors, our role is not just to teach—but to create environments where all individuals can thrive. Support dogs help us do just that.