To what extent do therapy dogs influence children's social emotional mental health (SEMH) in schools?

The article focuses on the use of therapy dogs in UK schools to support children's social emotional mental health (SEMH), amid rising SEMH difficulties among children. Emerging evidence suggests therapy dogs may positively influence various SEMH outcomes—such as aggression, social integration, and self-esteem—across diverse child populations; however, the current research base is limited by small sample sizes, methodological weaknesses, and inconsistent theoretical frameworks. Ethical concerns are raised regarding potential risks to children's safety, cultural sensitivities, and animal welfare, compounded by the lack of standardized certification and guidance for therapy dogs in schools. The article highlights the role of educational psychologists (EPs) in advising schools, advocating for rigorous research, and promoting clear policies to ensure safeguarding and welfare. Overall, further high-quality research is needed before therapy dogs can be widely recommended as an intervention for children's SEMH in educational settings.