“Dogs In Schools” Guidelines

Animal-Assisted Services is an emerging field that is gaining in popularity because of the

recognised beneficial effect animals can have on children’s health, well-being, and motivation.
School can be stressful for some students, especially those with disabilities and learning difficulties
(Comartin, 2018). Involving animals in the learning setting can result in a reduction in stress and
anxiety for students (Sandt, 2020). The presence of an animal can adjust the classroom dynamics
resulting in student engagement and positive learning outcomes (Jalongo, 2005). Because
animal-assisted learning can be beneficial for children, Animal Therapies Ltd is endeavouring to
advance the understanding, acceptance, and accessibility of animal-assisted services in
Australian schools. This information pack is designed to inform teachers and the wider school
community on the benefits and considerations of introducing animal-assisted services into the
school environment.

This handbook is to be used in conjunction with the Animal Therapies Ltd ATL Code of Ethics and
Code of Conduct

Please note the minimum age requirement for animals to be brought into schools – ATL does not
recommend that dogs under 12 months should be brought in to schools in any context.
 Table of Contents
Context 1
Definitions 1
What are the benefits of the human/animal bond? 2
What are the benefits of animal-assisted learning in school? 3
How are animals incorporated into school settings? 3
When are animal-assisted services needed? 7
What are the necessary traits in an animal suitable for the school environment? 4
What are the responsibilities of the animal’s handler/carer? 4
What is the process for setting up animal-assisted learning? 5
What are the barriers to animal-assisted learning? 5
What are the risk factors for animal-assisted services? 6
Assistance Animals – some important points 7

References

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Context
There is a growing interest among learning institutions to introduce animals and often with little
information, guidelines and policies publicly available, schools feel ill-equipped to make informed
decisions, relying on non-professional advice and the limited experience of caring for animals
within a household context and naively translating this knowledge to the school environment.
Recently there has been a pattern of school staff approaching other schools with dogs to seek
their guidance on implementation approaches, despite these arrangements themselves being
poorly informed in their development.

In light of the growing concerns for student safety, animal welfare, and an effort to design
functional arrangements for dogs in schools, there is a need for the development of guidelines
and resources for schools to support the safe and ethical implementation of dog programs for
school settings.

Definitions

As schools and learning contexts embrace the benefits of animals on campus, we see the
emergence of new approaches in working with animals within these contexts.

With dogs being the most common animal introduced to schools, the terminology previously being
used to classify their role has created much confusion, The classification of services depends on
the goals of the interactions and the qualifications of the handler. The different interactions can
support a range of benefits including learning, engagement, psychological relief, social support
or a positive benefit to the school experience.

There is some confusion about the terminology around animal-assisted services. Terms such as
animals and assistance animals are sometimes used interchangeably, creating confusion as
their roles are very different (Parenti et al. 2013).
• Assistance animals (sometimes called service animals) are trained to alleviate the
barriers people with disabilities, and mental health issues experience in daily activities.
For example, guide dogs are trained to assist the visually impaired (Walker, Aimers &
Perry 2015, citing Kruger & Serpell 2006). The training and role of an assistance animal
involve the animal assisting an individual and not interacting with a wide range of people
when working (RSPCA 2021).
• Therapy Animals are assessed as suitable to work alongside their allied health handlers
in therapeutic settings with a wide range of people (Compitus 2021).
• Visitation animals work alongside humans who do not necessarily hold any qualifications
but whose animals are assessed as suitable both from a health and wellness perspective
for the animal and from a suitability and safety for the human participants. They are
generally brought into a facility or organisation by a handler who does not need to have
any formal qualifications. Visitation animals visit with people to provide companionship,
reduce stress, distract from chronic pain and enhance wellbeing.

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 • School support animal - used to describe an animal working in learning settings, such as
schools, engaging in goal-directed, structured programs or services, with outcomes that
are learning in nature. In some cases, such learning may pertain to animal care and
welfare, the development of life skills or practices used in the cultivation of wellbeing.
• Animal-assisted activities can be relatively informal, including a wide range of activities
undertaken with a visitation animal (Compitus 2021) but not necessarily conducted by
allied health professionals. For example, animal-assisted activities include visitation dogs
visiting aged care facilities and schools with their handlers.
• Animal-assisted therapy is a more structured intervention than animal-assisted activities
are. Animal-assisted therapy involves specific treatment plans and is goal directed,
documented, and evaluated by an allied health professional (Compitus 2021, citing Pet
Partners n.d.).
• Animal-assisted learning- involves an animal and a facilitator in an ‘experiential’ learning
environment to assist an individual or group to develop skills, tools and strategies to
achieve a predetermined goal. Animal-assisted learning practitioners are trained in their
field of expertise to facilitate specific learning outcomes (ATL 2021, b)

What are the benefits of the human/animal bond?

Animal-assisted services is an emerging field because of the beneficial effect animals may have
on people's health, well-being, and motivation. The beneficial effects animals may have on
humans can be demonstrated across age, race, gender, sexual orientation, socioeconomic
status, and life condition (Tedeschi, Fitchet & Molidor 2005). Animals have the potential to make
humans happier, healthier, and more sociable (Bode 2020, citing Altschiller 2011). Hence,
research indicates that humans may derive many benefits from contact with animals, such as:

• Improving ones physical and physiological health (Risley-Curtiss, Rogge & Kawam
2013).
• Lowering blood pressure (Risley-Curtiss, Rogge & Kawam 2013, citing Allen, Blascovich
& Mendes 2002).
• Lowering cholesterol (Risley-Curtiss, Rogge & Kawam 2013, citing Walsh 2009)
• Lowering cortisol levels (Bode 2021).
• Increasing in levels of dopamine (Shena et al. 2018).
• Increasing in endorphins (Bode 2021).
• Increasing in oxytocin (Bode 2021).
• Heightening levels of well-being (Compitus 2021).
• Providing positive mental health outcomes such as: reduced anxiety, depression social
isolation (Risley-Curtiss, Rogge & Kawam 2013, citing Friedmann & Tsai 2006).
• Assisting people with mental illnesses, such as schizophrenia, better cope with their
disease (Risley-Curtiss, Rogge & Kawam 2013, citing Beck 2005).

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 • Developing a protective factor for people who experience various issues such as
exposure to trauma or violence (Risley-Curtiss, Rogge & Kawam 2013, citing Castelh,
Hart, & Zasloff 2001).
• Mitigating experiences of social isolation due to illness or age (Risley-Curtiss, Rogge &
Kawam 2013, citing Castelh, Hart & Zasloff 2001).
• Providing social support for people (Hoy-Gerlach, Delgado & Sloane 2019).

What are the benefits of animal-assisted learning in

school?
Animal-Assisted Learning:

There may be numerous benefits to integrating animal-assisted learning into school settings
(Chandler 2001). The ability of an animal to change the classroom dynamics resulting in
positivity and engagement, has been recognised and harnessed into the development of
relevant animal-assisted programs (Jalongo 2005). Animal-assisted learning programs deliver
numerous benefits for students including:

• improved learning (Jalongo et al. 2004).

• improved attendance (Putz 2014; Beetz 2013).
• enhanced personal hygiene (Putz 2014).
• improved cooperation (O'Haire 2013; Juríčková et al. 2020).
• improved concentration (Wohlfarth et al. 2013; Juríčková et al. 2020).
• improved social functioning (O'Haire 2013, Kotrschal & Ortbauer 2003, Esteves &
Stokes 2008; Funahashi et al. 2014; Tissen et al. 2007).
• improved attitudes regarding school and to learning (Beetz 2013).
• increased empathy (Tissen et al. 2007).
• improved communication with teachers (Juríčková et al. 2020).
• enhanced speech abilities (Baars & Wolf 2011; Gee et al. 2007).
• improved self-esteem (Putz 2014).
• improved confidence (Putz 2014).
• improved self-regulation and self-control (Putz 2014).
• Improved cognitive and emotional skills (Berry & Katsiyannis 2011; Tissen et al. 2007;
Anderson & Olson 2006).
• reduced stress, anxiety and difficulties in training programs (Sandt 2020).
• improved mood (Adamle et al. 2009).
• Decreased feelings of loneliness and depression (Adamle et al. 2009).

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Animal-Assisted Therapy:

In addition to animals being involved in delivering learning programs animals also work in
schools assisting in a therapeutic capacity. For students engaged in services with a school
counsellor or social worker the presence of a therapy animal may heighten the student's
engagement and increase the student's willingness to communicate (Risley-Curtiss, Rogge &
Kawam 2013, citing Levinson 1997). Likewise, the presence of a therapy animal may enhance
the student’s sense of trust and safety within the therapeutic relationship; thus, enabling the
student to form a safe attachment to the animal and therapist (Compitus 2021, citing Van Fleet
& Faa-Thompson 2017). According to Walker et al. (2015, citing Jackson 2013), animal-
assisted therapy may be utilised for various therapeutic purposes. Such as:

• building empathy
• learning to self-regulate
• improving social skills
• reducing isolation
• combating bullying
• enhancing physical and mental health (Compitus 2021).

In addition to benefits to students, the presence of a therapy animal within a school setting may
improve staff morale. For people who love animals an animal's presence in the school
environment may elevate mood and increase social engagement regardless of whether the
relationship is therapeutic or not.

For children who have been diagnosed with post-traumatic stress or complex trauma, a trauma
informed animal-assisted therapist should be engaged.

Children with a Disability:

Classrooms can be stressful for some students, especially those with disabilities and learning
difficulties (Comartin 2018). Hence, numerous studies have investigated the positive impact
animals' have on children with a disability (Friesen 2009; Melson 2003; Kogan et al. 1999;
Walsh 2009).

Some students who have a disability may have an assistance dog to assist them in accessing
public and personal life. Assistance Animals have legal rights and must be considered
separately to the delivery of other animal-assisted services.

Hence, research indicates that children with a disability may derive many benefits from contact
with animals, such as:

• improved cooperation with instructors (Katcher & Wilkins 1994).

• engagement special needs students in learning (Katcher & Wilkins 1994).
• improved behavioural control in regular classrooms (Katcher & Wilkins 1994).
• Increased social interactions and engagement of children with autism spectrum
disorders (O'Haire et al. 2013).

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 • the improved focus of students with attention deficit hyperactivity disorder while reading
to a dog (Schuck et al. 2015).
• improved academic engagement of students with emotional and behavioural disorders
(Bassette and Taber-Doughty 2013).
• reduction in the severity of ADHD symptoms (Juríčková et al. 2020).
• reduced hyperactivity and physical arousal (Juríčková et al. 2020, citing Gabriels et al.
2015).
• improved social interactions (Juríčková et al. 2020, citing Garcia-Gomez et al. 2014).
• reduced impulsive class disruptions (Busch et al. 2016).
• a decrease in agitated and aggressive behaviour (Barker 1999).
• an increase in attention to a teacher (Kotrschal & Ortbauer 2003).
• reduction in anger (Kelly & Cozzolino 2015).
• improved coping skills (Kelly & Cozzolino 2015).

How are animals incorporated into school settings?

Animals may visit schools for a variety of purposes. Animals may visit schools to provide a fun
animal-assisted activity. Alternatively, animals (generally dogs) can be incorporated into the
classroom to assist the teacher in goal-directed activities such as teaching daily living skills or
as part of a curriculum such as reading, writing, story time, circle time, etc. An animal can act
as the subject for creative writing, reading stories about animals, or participating with children in
group activities. The animal is counted as a member of the group (Friesen 2010). Animals may
also work alongside school counsellors or social workers and support the psychological needs
of students who may have mental health conditions including complex trauma and related
behaviours.

When are animal-assisted services needed?

Animal-assisted services are not always appropriate. Before implementing animal-assisted
activities, therapy, or learning with a child, it is essential to evaluate their suitability for working
alongside an animal (Putz 2014). Schools should consider a range of critical areas that can
make animal-assisted services unsuitable, for instance:

• Some children may be afraid of animals (Putz 2014).

• Some children may experience animal allergies (Putz 2014).
• Cultural background may also play a role in determining the children’s and parents’
attitudes towards animals. Some cultures perceive animals as unclean (Friesen 2010).
Such beliefs would make animal-assisted therapy or learning inappropriate (ATL 2021).
• Some children may pose a risk to the physical or emotional well-being of the animal due
to issues such as traits of antisocial personality disorder or a previous history of cruelty
towards animals (Compitus 2021, citing Van Fleet and Faa-Thompson 2017).
• When social workers or counsellors are conducting therapy with children that involve the
participation of a therapy animal, they need to be aware that some children with severe

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 attachment disruptions may firmly attach to the therapy animal and feel abandoned
when treatment ends. For children with insecure attachment styles, animal-assisted
therapy should be utilised cautiously. If engaged, the practitioner must continually
encourage the child's self-reliance rather than reliance on the therapy animal (Compitus
2021).

What are the necessary traits in an animal suitable for

the school environment?
Animal-assisted learning is not a bring your pet to school scheme. Some animals may make
lovely companions but have temperaments that are not suited to the animal-assisted services
sector. Therefore, all animals must be assessed by an approved by an animal trainer or a
behavioural veterinarian (Compitus 2021). These animals need to have a calm temperament
and be comfortable with having contact with lots of children without becoming stressed. The
animal should be comfortable being touched and groomed by multiple people and not startle
easily (Compitus 2021). All animals should be trained and evaluated by a training organisation,
such as the ones listed on the Animal Therapies Ltd website. These animals are not trained to
do specific tasks (like assistance animals are). Instead, they should be trained in behaviours
relative to their role and the demographics they are working with. (Compitus 2021).

What are the rights of the animals?

Benefits for humans participating in animal-assisted services are well documented. However,
welfare considerations for animal counterparts are not as well developed. Providers of animal-
assisted services have a moral and ethical obligation to extend the “Do No Harm” tenet to the
animals with whom they work. Companion animals do not ask or voluntarily sign up to be a part
of a therapeutic team, and their natural traits of love and sociability can easily be misinterpreted
and exploited (Winkle, Johnson & Mills 2020).

All animals have rights that are encoded in the 'Five Freedoms' of animal welfare. These rights
include but are not limited to:

1. The right to freedom from hunger and thirst: by access to fresh water and diet to
maintain health and vigour.
2. The right to freedom from discomfort: by providing an appropriate environment,
including shelter and a comfortable resting area.
3. Freedom from pain, injury or disease: by prevention through rapid diagnosis and
treatment.
4. Freedom to express normal behaviour: by providing sufficient space, proper facilities
and company of the animal’s kind.
5. Freedom from fear and distress: by ensuring conditions and treatment which avoid
mental suffering (RSPCA 2021).

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ATL (2021) asserts that the wellbeing of animals working in the animal-assisted services sector
must extend beyond the 'Five Freedoms' of animal welfare. For instance:
• Animal welfare should be the concern of all persons associated with an animal-assisted
service (ATL 2021).
• Formal oversight of the animal's health and well-being must be designated to a single
person (most often, the handler or carer). For facility animals, a clear assignment of this
role is imperative (ATL 2021).
• Training methods for animals engaged in animal-assisted services must not rely on
force, aversion, dominance, fear, intimidation, or physical punishment (ATL 2021).
• Training methods should be based on instincts and positive reinforcement, using current
scientifically validated methods (ATL 2021).
• Equipment used with the animal should not cause pain, distress or risk to the animal. For
example, training collars that utilise prongs, spikes, choke, pinch, slip or electric shock
should not be used (ATL 2021).
• Animals can be at risk of being overfed or fed inappropriate foods by students and other
staff members. The animal's handler/carer must ensure that this does not occur (Bode
2020).
• Animals should have the right to determine when they want to work and when they need
to take a break, and the therapeutic space should be set up to accommodate this
(Compitus 2021, citing Barber & Mellen 2013).
• The animal should not be overworked. It is essential to provide regular exercise breaks
for the animal (Friesen 2010) and not schedule the animal for too many work hours a
day. ATL (2021) asserts that where canines and felines are actively engaged within a
session (as opposed to mere presence), a maximum of 2 hours of work per day is
recommended. Total visitation or active work should be limited to 7 hours per week. At
least 1 hour of rest should be given before taking part in the next session of the day. At
least 24 hours of rest should follow a full working day. For visitation animals, session
length should be limited to 30-45 minutes duration.
• Animals should have the right to stop working entirely if required. The animal should be
regularly assessed to ensure it is still happy to work as a therapy animal. Animals can
experience changes in temperament due to age or illness. Animals must be regularly re-
evaluated to determine when it is appropriate for them to retire (Winkle, Johnson & Mills
2020).
• Animals should have the right to be able to choose the level of interaction they have with
clients; thus, the handler needs to:
o Monitor the animal to ensure the animal is not uncomfortable or distressed (such
as yawning, ears back, or trying to leave the room) (Compitus 2021).
o Have a plan for situations when the therapy animal needs to leave the session
before the session is over (Compitus 2021, citing VanFleet & Faa-Thompson
2015).
o Have a separate space or a covered animal crate for the animal to retreat to
(Compitus 2021).

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 o Advise the child/children if the animal needs a break to self-regulate and convey
that this is not a reflection of the child/children (Compitus 2021).

What are the responsibilities of the animal's

handler/carer?
Animal handlers/carers:

• should be trained and assessed by an accredited body or a suitably qualified person

before undertaking that role (ATL 2021).
• should seek registration with a national or international animal-assisted services
organisation. Furthermore, handlers must hold insurance policies relevant to their
practice (ATL 2021).
• must not allow other persons to work with their animals in their absence (ATL 2021).
• Should only allow at most one other person to act as a handler for their animal. Both
people should be over 18 years of age and trained as animal handlers (ATL 2021).
• must have specific knowledge of their animals': species, breed, and individual character
traits; body language; signs of stress, discomfort, fear, illness, injury, and ageing; and
responsiveness, reactivity, and flexibility to a variety of situations, allowing handlers to
make appropriate decisions concerning their animals' initial and ongoing suitability for
participation in animal-assisted services (ATL 2021).
• must demonstrate responsible, humane, and respectful animal ownership at all times.
This includes, but is not limited to, the provision of adequate: housing, nutrition,
transportation, preventative and responsive veterinary care, exercise, environmental
enrichment, rest and recreation, and companionship (both animal and human where
relevant). These requirements are above and beyond those represented by the Five
Freedoms (ATL 2021).
• should advocate for the health and well-being of animals engaged in animal-assisted
services. The animals must not be viewed as mere tools of the service that can be
exploited for human gain but should be considered living, sentient beings whose well-
being, including the right to flourish, is of paramount concern (ATL 2021).
• must not engage in or permit any rough or abusive handling of their animals, including,
but not limited to, during the training process and before, during, and post animal-
assisted service sessions (ATL 2021).
• must abide by all federal and relevant state/territory legislation about animals and animal
welfare (ATL 2021).
• must always practice animal-assisted services within the scope of their professional
identity and within the limits of their learning, training, qualifications, and experience
(ATL 2021).

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What is the process for setting up an animal-assisted
service?
• The animal needs to be evaluated and trained to ensure that it is suited to filling the role
of an animal working in the animal-assisted services sector (Compitus 2021). Refer to
the ATL website for training organisations who have agreed to abide by the ATL Code of
Ethics and implement the ATL Code of Conduct:
• The handler must have an established relationship with the animal, refer to ATL Code of
Conduct; and be trained to ensure that they have appropriate knowledge in animal
handling, animal welfare and therapeutic techniques that involve working alongside an
animal (Bode 2020). Refer to the ATL website for training courses that agree to abide by
the ATL Code of Ethics and implement the ATL Code of Conduct:
• The school where the handler intends to work or volunteer needs to be evaluated for
animal-assisted services appropriateness. The school’s regulations need to be
understood and adhered to. If policies for the presence of an animal in the workplace do
not exist, they will need to be created (Compitus 2021). Policies may include areas such
as informed consent for students to work with animals, risk assessment and
management and ethics. Some states are setting aside funding for animal-assisted
services and incorporating frameworks and programs to assist schools in upskilling to
offer animal-assisted learning and therapy. For example, in Victoria, funding is available
to help schools introduce a dog into schools to support mental health and well-being.
• The student accessing animal-assisted services must be assessed to determine their
suitability. Informed consent must be sought from students and parents. Students
should receive training in how to interact with the animals (Sandt 2020).

What are the barriers to Animals in Schools?

• Animal-assisted services, except assistance animals, are currently largely unregulated in
Australia (Jones et al. 2018). More work needs to be done to ensure that those animal-
assisted services are conducted in ways that ensure accountability, efficacy and ethical
conduct that does not harm animals or humans involved (Evans & Gray 2012). ATL has
developed a code of conduct for the animal-assisted services sector to self-regulate and
enhance practice.
• There is a shortage of courses offered that teach practitioners how to work with a
animals in the animal-assisted services sector. For people wishing to upskill to include
animal-assisted practice, refer to the ATL website for more information.
• Training an animal for the animal-assisted services sector is a highly involved and
expensive process that requires a significant level of commitment on the part of the
handler/carer for the animal (Compitus 2021). People wishing to upskill in this area must
commit a great deal of time, money, and energy to upskilling and caring for the animal
that will work alongside them. However, this process can be rewarding both
professionally and personally.

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 • Working with animals in professional settings can be a liability risk. Comartin (2018)
recommends proactively planning and addressing safety and liability issues before
beginning any program.

Organisations that do not already have animals working alongside staff generally do not have
the appropriate policies in place to include animal-assisted services. However, these policies
can be developed (Compitus 2021). When creating policies and procedures for animal-assisted
services, they must comply with federal and state/territory requirements to prevent, identify,
detect, and respond to risks to the safety and welfare of children and vulnerable adults (ATL
2021). Best practice for incorporating a dog into a classroom requires establishing clear
classroom policies and procedures to ensure the safety of both the children and the animal.

These policies should include guidelines for how children will be instructed to interact with the
dog, including when the dog is sleeping, eating, has objects in its mouth, is taken outside of the
classroom, and needs to eliminate. Policies must address any students who are unsafe or
physically abusive with the dog and a clear plan for any behavioural crises. Policies should also
establish a clear protocol for the event of an injury (e.g., scratch or bite), including parent and
administrator notification, proper incident reporting, and which situations require consultation
with the school nurse and contacting emergency services (Comartin 2018).

• Animal-assisted services are still developing fields of practice in Australia. There is still a
limited body of research into their efficacy. ATL is addressing this through their annual
conference that bridges animal-assisted practice with research. As a result, the
community and organisations may not know what animal-assisted teachers and allied
health professionals do or incorporate these services into practice (Smith & Dale 2016).
• Because animal-assisted services are still emerging fields, it can be challenging to
attract funding for programs.
• There is a lack of risk assessment tools that have been developed for animal-assisted
services across different community settings. There is only one available in Australia
that's just been designed for schools.
• Animal rights may not be considered within existing codes of ethics. There is a need for
learning departments codes of ethics to expand to include animal welfare and human
welfare to practice ethically when working alongside animals. This issue can be
addressed by building animal rights into organisations existing ethics codes or by
becoming familiar with, agreeing to and complying with ATL's code of ethics and codes
of conduct.

What are the risk factors for animal-assisted services?

Animals working alongside humans are at risk of experiencing health and welfare issues
(Bode 2020). The animal needs to be protected from being over-fed and/or overworked by
its handler (Bode 2020). Additionally, animals can experience stress when working
alongside humans and interacting with students and highly stressful school environments,
affecting their behaviour and negatively impacting their well-being. Therefore, handlers must

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develop the ability to read the animal’s emotions and respond appropriately to situations to
maintain a safe environment for their animal and students (Evans & Gray, 2012). This issue
can be addressed by undertaking training in working alongside animals. Hence, appropriate
training can train the practitioner to read and respond appropriately to the animal's body
language (Evans & Gray 2012). Regular breaks, exercise, toileting, and nutrition also need
to be considered (Evans & Gray 2012). No dog in a school environment should be working
full time.

Risks include:

• There is a risk of a student being injured by an animal if the animal becomes overly
stressed or has a temperament unsuited to working as a therapy animal. People and
especially children, can inadvertently behave in ways towards animals that animals find
threatening or stressful. Human-animal interaction etiquette training for students is
highly recommended before any therapy animal visits (Sandt 2020). The handler and
the animal also need to be adequately trained, and the animals’ temperament should be
assessed for suitability (Evans & Gray 2012).
• There is a risk of animals being harmed by a student displaying aggressive or antisocial
behaviours. Students need to be assessed and monitored to ensure they treat the
animals working alongside them well (Risley-Curtiss, Rogge & Kawam 2013).
• There is a risk of zoonosis in animal/human interactions. Students and staff are at risk of
contracting certain infectious diseases from animals. This risk can be mitigated through
good hygiene practices such as regular grooming of the animal, regular worming and
vaccinations (as evidenced by veterinary certificates) and frequent handwashing for the
students and staff if they have contact with the animal (Friesen 2010).
• There is a risk of allergic reaction to an animal. This risk can be minimised by carefully
selecting an animal that sheds minimally and is groomed regularly (Friesen 2010).
• There is a risk that a school will be sued if a student is injured by an animal or becomes
ill due to engaging with an animal. This risk can be mitigated through insurance and by
providing parents with a process of informed consent. In order to give consent of an
informed nature, parents must be provided with adequate information regarding the
nature, risks, and chances of benefit associated with the service, and it should be
confirmed that the provided information has been understood (ATL 2021).
• There is a risk of accident or injury due to students not wanting to follow protocol.
Schools can be busy places. Teachers, students, and the therapy animal will encounter
each other on school grounds. Due to the likelihood of a student wanting to interact with
an animal on campus, consideration for parent permission protocols should be made.
• There is a risk that through existing school programs incorporating programs that lack
well thought out formal procedures, a mishap or accident may cause animal-assisted
services to receive bad publicity and the learning department to consider animal-
assisted services to be too risky to offer in schools. Many schools are running programs
that are lacking in formality. There is a lack of consistent policies and procedures for
animal-assisted services. Some animals are trained and registered with a national
organisation; some are not. Some schools are adhering to the idea of one handler per
animal. Other schools are allowing anyone to handle the animal. Some schools are

13
 sensitive to animal welfare issues, and other schools are not. Some schools have liability
insurance, and some do not (Haggerty & Mueller 2017). ATL is currently working to
implement codes of conduct for the animal-assisted services industry to regulate and
enhance practice. ATL may move towards becoming an accredited body over the next
five years.

Assistance Animals – some important points

Assistance Animals (often dogs “AD”)

The Disability Discrimination Act 1992 (Cth) (DDA) in Section 9, sets out the legal definition of
an assistance animal as a dog or other animal that:

(a) is accredited under a State or Territory law to assist a person with a disability to alleviate the
effects of disability; or

(b) is accredited by an animal training organisation prescribed in the regulations; or

(c) is trained to assist a person with a disability to alleviate the effect of the disability and meets
standards of hygiene and behaviour that are appropriate for an animal in a public place.

Assistance animals have a legal right to access public places and are not to be patted or
distracted as they are working animals. They support people in accessing various aspects of
personal and public life. They can be trained in tasks to alert their handler of an oncoming
medical episode or to assist with everyday tasks. An assistance animal must meet standards of
hygiene and behaviour that are appropriate for an animal in a public place. Please do not ask
the handler of an assistance animal about their condition.

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References
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Anderson, KL & Olson, MR 2006, ‘The value of a dog in a classroom of children with severe emotional
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