Baines, Jessica;
Holliman, Andrew J;
Waldeck, Daniel;
(2023)
Does having a school-based wellbeing dog influence children’s socio-emotional development and learning? A thematic analysis of parent perspectives.
The Psychology of Education Review
, 47
(2)
pp. 57-60.
10.53841/bpsper.2023.47.2.57.
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Abstract
This qualitative study explores the influence of having a ‘newly acquired’ school-based wellbeing dog on children’s socio-emotional development and learning, as reported by seven parents of children at a participating school. Results revealed three superordinate themes: Social Communication; Management of Emotions; and Attendance and Engagement. Parents held positive views towards the newly acquired wellbeing dog, especially regarding its role in their child’s socio-emotional development as well as their school engagement. The findings add to sparse literature, advocating for a wider distribution of wellbeing dogs in mainstream schools to support the mental health and wellbeing of children.
| Type: | Article |
|---|---|
| Title: | Does having a school-based wellbeing dog influence children’s socio-emotional development and learning? A thematic analysis of parent perspectives |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.53841/bpsper.2023.47.2.57 |
| Publisher version: | https://doi.org/10.53841/bpsper.2023.47.2.57 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | School; Wellbeing dogs; Socio-emotional development; Attendance; Engagement; Thematic Analysis |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10181292 |
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