Could therapy dogs make school a kinder place for children who experience bullying? An animal-assisted activity may help some students feel calmer or more connected. But claims that therapy dogs reduce bullying incidents by a fixed percentage are not supported by evidence we could verify.
Dogs can be part of a wider well-being initiative, but schools still need clear anti-bullying policies, reporting systems, trained staff and effective interventions. Here is what the research actually suggests and how parents and educators can evaluate such programs.
What Is a School Therapy-Dog Program?
Schools sometimes invite a trained dog and handler into planned sessions designed to support student engagement, comfort, literacy or social-emotional learning. The dog’s role and level of training vary by program.
A school therapy dog is not a replacement for a school counselor, psychologist or staff member responsible for safeguarding students. The handler, school and relevant professionals must be clear about what the program can and cannot do.
What Does Research Say About Therapy Dogs at School?
A 2025 systematic review of animal-assisted services for school-aged children found potentially positive effects on social-emotional functioning and behavior. However, the studies varied considerably and had important design limitations and risks of bias. The reviewers called for stronger research.
Another systematic review of dog-assisted interventions in special education found mixed results across stress, social skills, learning and well-being. Certain stress and motivation findings were more promising, while evidence for many other outcomes remained inconclusive.
These findings are not proof that therapy dogs stop bullying. A calmer atmosphere or positive student experiences cannot automatically be converted into claims that bullying reports fall by 30% or 40%.
Five Ways a Therapy Dog Might Support a School Community
1. Provide a calming activity
Some students may enjoy spending supervised time with a trained dog during stressful periods. The experience may offer a short break and an opportunity to talk with a trusted adult. Not all students find dogs soothing, so participation should be optional.
2. Encourage positive shared experiences
Group activities with a dog and handler can create opportunities to cooperate, take turns and communicate respectfully. Adults must still teach those skills directly rather than assume that interacting with an animal will automatically transfer to peer relationships.
3. Open conversations about kindness
Teachers can connect animal-care activities to broader discussions about boundaries, empathy and respect. These lessons should apply to classmates as well as animals, and should explicitly address bullying behavior.
4. Help reluctant students engage
For some children, a carefully managed activity may feel less intimidating than a conventional group exercise. However, schools should avoid claiming a reliable improvement in grades, attendance or bullying outcomes without collecting and evaluating suitable evidence.
5. Support, but not replace, wider well-being programs
A therapy dog may be one optional part of a comprehensive plan. Programs with stronger evidence for preventing bullying typically involve school-wide policies, staff training, student education and monitoring.
For related guidance on handling bullying, see our articles on school bullying and relational bullying among friends.
Why We Removed the Old Success-Story Statistics
Earlier versions of this article described supposed school programs and improvements in bullying rates without reliable, independently traceable documentation. Those anecdotes and percentages should not have been presented as verified results.
A school introducing therapy-dog activities should measure its own experience rather than expect a guaranteed drop in incidents. A useful evaluation can include student and staff feedback, safety incidents, participation, and bullying reports—while recognizing that reporting rates can rise when students feel safer speaking up.
How Schools Can Run Animal-Assisted Activities Safely
- Choose qualified handlers. Work with reputable organizations that assess dogs and handlers for school settings.
- Obtain consent and offer alternatives. Some children have allergies, religious or cultural concerns, fear of dogs, or simply do not want to participate.
- Protect animal welfare. Limit session lengths, monitor stress and ensure the dog has breaks, safe handling and an appropriate environment.
- Assess health and hygiene risks. Follow local school health rules, infection-prevention procedures and applicable animal regulations.
- Set safeguarding procedures. A dog and handler should never be used to bypass adult supervision or school policies.
- Evaluate outcomes without exaggeration. Decide what the program is supposed to improve and collect proportionate feedback or data.
A systematic review of animal-assisted interventions in classrooms stressed the importance of robust research, risk assessment and animal welfare.
What Actually Helps Schools Prevent Bullying?
According to StopBullying.gov, schools can reduce bullying through prevention activities, consistent policies, staff training, student education and evidence-based programs suited to their needs.
The Community Preventive Services Task Force evidence reviewed by StopBullying.gov supports school-based anti-bullying interventions more directly than claims about therapy dogs alone.
When a child is being bullied, the immediate priority remains their safety, documentation, school response and emotional support—not enrollment in an optional animal-assisted activity.
Questions Parents Can Ask the School
- Is the therapy-dog activity optional for all children?
- Who trains and supervises the dog and handler?
- How are allergies, fear of animals and dog welfare addressed?
- Is the program intended for general well-being or a particular therapeutic purpose?
- What established anti-bullying procedures operate alongside it?
- How will the school assess whether the activity is useful?
Frequently Asked Questions
Do therapy dogs prevent bullying in schools?
There is not strong evidence that therapy dogs alone prevent bullying or reduce incidents by a particular percentage. They may support some aspects of student comfort or connection as part of a broader program.
Are therapy dogs scientifically proven to improve mental health?
Some studies find promising effects on stress and social-emotional functioning, but results vary and many studies have methodological limitations. They are not a substitute for qualified care.
Should every student interact with a therapy dog?
No. Participation should be voluntary, with alternatives for students who have allergies, fears or other concerns.
Can schools use therapy dogs instead of anti-bullying programs?
No. Schools still need trained adults, clear reporting pathways, effective policies and evaluated prevention approaches.
How can a parent evaluate a school’s therapy-dog program?
Ask about the handler’s training, safety procedures, consent, animal welfare, intended goals and how any claims of benefit are measured.
Sources
- 2025 Systematic Review — Animal-Assisted Services for School-Aged Children
- Systematic Review — Dog-Assisted Interventions in Special Education
- Systematic Review — Animal-Assisted Interventions in the Classroom
- StopBullying.gov — Prevention at School
- StopBullying.gov — School-Based Anti-Bullying Interventions
