Animals in the Classroom?

OK, having pets at home is really beneficial, but can we also introduce its benefits in our workplace – in the school?

Yes, we can. Bringing animals into the classroom is a fascinating opportunity for learning for both the teacher and the pupils. There is of course the real world learning effect for pupils, but there is much more, as we have  learned in our previous project, ELENA.

The Power of the Living Corner

Think back to your own school days. Was there a fish tank in the corner? Maybe a hamster cage? These “living corners” are more than just decoration; they’re a gateway to a richer, more engaging learning experience.

The core idea is that working with live animals can create powerful emotional experiences that support the development of skills and behavioral changes necessary for a sustainable future. It’s a way to reverse the trend of people becoming increasingly separated from the natural world, especially in urban environments. When students interact with animals, they’re not just learning facts from a textbook; they’re building an emotional bridge to the natural world. This kind of engagement fosters a sense of curiosity, responsibility, and empathy that traditional methods often can’t replicate.

What are the benefits?

• Reduced Stress and Anxiety: The presence of a calm, friendly dog has been shown to reduce stress reactions in children during stressful tasks, sometimes more effectively than a human presence⁶. Stroking a dog, for instance, can activate the oxytocin system, which is linked to promoting calmness and reducing stress and aggression⁷. Our experiences with previous project  ELENA (Experiential Learning and Education for Nature Awareness) we experienced that actually not only dogs, but other animals – chicken, hedgehogs, butterflies  and even ants and worms are having this impact! In a participating Georgian school the teachers said that the local ant farm was taken care by those children, who had the most problems with social integration. It increased their popularity and visibility in the schools.
• Improved Learning and Concentration: Studies show that the presence of a dog can improve a child’s concentration and performance on cognitive tasks, such as reading and memory exercises. This is partly because the non-judgmental nature of animals can lower a child’s fear of criticism and increase their focus on the task at hand. Other animals have other impact – for example they increase the level of curiosity about them. In one of the participating Romanian schools kids even gave name to individual ants, and learned a lot about them. In another school children volunteered their free time to take care of the chicken in the schoolyard – meanwhile also learning how to do it. A Hungarian primary school class  (of 8 years old) have researched earth worms, and gave a short introduction on them to the Zoo experts. Another story by a teacher: One day I took a bug into the classroom, I put it on the table, and did something in the corner of the room by the time I turned back, and kids were already observing the bug through a loupe.
• Enhanced Social-Emotional Skills: Researches show that regular interaction with a “schooldog” can lead to improved empathy towards animals, better social integration, and a reduction in aggressive behavior, as well as reduction of fear. The dog can act as a catalyst for social interactions and help create a positive, trusting classroom climate.  One teacher from Romania reported: “When dead ants stuck on tables were introduced to the kids, they found them disgusting or at least not so interesting. But when we let the children see the living ants through a microscope, they said they are much nicer and cuter. They could observe the details, the small moving the ants made e.g. the way they clean their antennas. And they got amazed”. Another one said: “I met a lot of children who were shooting birds when they were young, but through our programs they become devoted animal-protectors.”
• Development of Key Competencies: Working with animals directly addresss several of core competencies, including:
  • Responsibility: You and your students learn to care for another living being and take on the consequences of your actions.
  • Organization: Keeping an animal requires planning, setting priorities, and consistently monitoring its well-being.
  • Self-reflection: The immediate feedback you get from an animal’s behaviour can help you understand your own actions and emotions, leading to greater self-awareness.

Navigating the “How To” and Legalities

Bringing an animal into your school isn’t as simple as just walking it through the door. It requires careful planning and a thorough understanding of the local regulations.

Key considerations for teachers:

• Animal Welfare: You must ensure the animal’s well-being is a top priority. This includes providing adequate nourishment, a suitable living space that meets its species-specific needs, and daily checks on its health and environment.
• Student Health and Safety: It’s your responsibility to ensure the safety of both the animal and the students. This involves screening for allergies and establishing clear rules of conduct for how children should interact with the animal.
• Legal and Institutional Requirements: Check with your school administration and local health authorities. They will set the conditions and give you permission. You’ll need to be aware of regulations regarding the keeping of animals, mandatory immunizations, and the handling of any species-specific issues. For instance many wild animal species are protected and require special permission from a conservation authority to be kept in a classroom.
• Curricular Integration: The most successful and sustainable animal-assisted learning happens when it’s integrated into the curriculum, not just an add-on. Think about how to incorporate the animal into subjects like natural sciences, biology, or even ethics.

So, are you still hesitating? It’s time to take in a new Vitamine: Vitamine N. We are going to deal with it at our next article.

Resources

• Beetz, A. (2013). Socio-emotional correlates of a schooldog-teacher-team in the classroom³¹
•  ELENA Project – Experiential Learning and Education for Nature Awareness:
• Competency Framework: ELENA Project – Core Competency Frame, 2015. www.elena-project.eu
• ELENA_Hungarian_baseline_study_EN: Péter Szandi-Varga, Zsolt Molnár, Katalin Csizmazia, Levente Turóczi (2014): Baseline Study on Biodiversity Education using Living Animals in Schools in Hungary. ELENA Project Experiential Learning and Education for Nature Awareness. www.elena-project.eu
• ELENA_International_Study_EN:  Mihaela Antofie, Christian Stettmer, Tanja Berthold, Peter Sturm, Katalin Czippan, Wolfram Adelmann (2015):   ELENA Project – International study and Comparative report www.elena-project.eu
• Wohlfarth, R., Mutschler, B., Beetz, A., & Schleider, K. (2014). An investigation into the efficacy of therapy dogs on reading performance in 6-7 year old children³⁷.