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Animal-Assisted Interventions in the Classroom-A Systematic Review
Victoria L Brelsford1, Kerstin Meints2, Nancy R Gee3,4
1School of Psychology, University of Lincoln, Brayford Pool, Lincoln, Lincolnshire LN6 7TS, UK. vbrelsford@lincoln.ac.uk.
Summary
Animal-assisted interventions show promise in schools, but evidence quality varies. More rigorous research is needed to confirm benefits and ensure animal welfare and safety for all involved.
Area of Science:
- Educational Psychology
- Animal-Assisted Interventions
- Child Development
Background:
- Animal-assisted interventions (AAI) are increasingly used in educational settings.
- Evidence supporting AAI effectiveness in schools requires critical evaluation.
Purpose of the Study:
- To systematically review empirical research on AAI in educational contexts.
- To assess the quality and scope of evidence for AAI in schools.
Main Methods:
- Systematic review of 25 studies (21 peer-reviewed, 4 grey literature).
- Analysis of study designs, intervention types, outcome measures, and sample sizes.
Main Results:
- Most studies reported positive outcomes for AAI in schools.
- Significant heterogeneity observed in study methodologies and intervention details.
- Concerns raised regarding risk assessment and animal welfare protocols.
Conclusions:
- Emerging evidence suggests potential benefits of animals in educational settings.
- A need exists for more robust research with stringent protocols.
- Prioritizing welfare and safety for participants and animals is essential.
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