2024-2025
Literature Review
According to the National Library of Medicine, AAT is a holistic treatment that aims to enhance physical, emotional, and cognitive functioning, involving animals (National Library of Medicine, 2016). Furthermore, learned inquiries do give indication that involving animals in educational or therapeutic settings can increase social confidence and emotional intelligence later in life, especially in young children (Gee, N.R. et al, 2017). In addition to this, there is credible evidence that such interventions can increase engagement in various special education settings and individualized education plans (IEPs), contributing to significant improvements in students (Kaufmann et al. 2015) (Brelsford et al. 2017). By including animals in learning experiences, schools can find new methods for student connection and growth.
These past two decades, much progress has been made in understanding the beneficial effects of animal-assisted interventions (AAI) within various environments in terms of the locales of healing and remedy from AAT/I. In particular, AAI/T has emerged as a tool for helping children with developmental disorders. These interventions have been effective in reducing anxiety and managing various emotions during social interactions (Huber & Davis, 2019).
Furthermore, it has been found by learned inquiry that these selfsame endeavors do conduce to a more flourishing of emotional growth within children, proving its success in creating therapeutic environments. This steadily increasing amount of evidence emphasizes the significance of merging AAI into therapeutic practices and educational settings. As scholars do press on to plumb its virtues, it’s becoming more and more clear that AAI demonstrates considerable promise in expanding the benefits of therapeutic experiences. Of course, mental needs are different for every individual who undertakes animal-assisted therapy (AAT). Research has found that found by learned minds, animals, in no small measure, may lend their aid to the betterment of social converse, and the alleviation of that lonely ache of isolation in children diagnosed with autism spectrum disorder (ASD) (Martin & Farnum, 2002) (O’Haire, 2013). In like fashion, a review by Narvekar (2022) highlights how canine-assisted therapy (CAT) doesn’t just simply improve social functioning but it also encourages the development of communication skills and emotional health in children with various neurodevelopmental disorders. These discoveries further lay great stress upon the importance of personalizing animal-assisted therapy treatment plans to meet the different needs of each patient, mandating an approach that boosts individual growth and social connection. By combining animals with therapeutic settings, specialists can provide valuable support in overcoming the barriers faced by those with social interaction challenges related to ASD and other disorders.
The bond between companion animals and children has gained significant attention in recent research due to its evident influence on social development and emotional well-being. Interactions with pets can foster enhanced social skills among children and teens, providing aunique path for learning empathy, responsibility, and communication (Purewal et al. 2017).
Further supporting these findings, there is evidence that these relationships significantly contribute to improved psychosocial health in kids. By exploring the complex aspects of human-animal interactions, this review emphasizes the role that companion animals can play in promoting healthy social development (Groenewoud et al. 2023).
Based on these findings, it is recommended strongly that animals be more deeply incorporated into educational and therapeutic systems to support overall well-being. The bond between children and animals goes far beyond just organized therapy sessions; it plays an important role in their natural emotional and social growth. For toddlers and preschoolers (ages 3-7), pets can offer reassurance and stability while also teaching important lessons in empathy and responsibility. Engaging with animals encourages supportive behaviors and helps young children learn to manage their feelings. As children enter middle childhood (ages 8-12), pets can be great social boosters, aiding in the development of confidence needed to form relationships and navigate social situations more comfortably. In the season of burgeoning youth, when boyhood doth give way to man (ages 13-17), these animals oftendo lend a comfort most profound, easing the heart of its heavy load of care and loneliness, in this season of growth and shaping. Studies indicate that pets can improve self-esteem, resilience, and overall emotional health, making them a valuable part of a child’s life, regardless of their developmental background. Understanding the importance of these relationships can heavily influence approaches to child development, creating environments where animals play a significant role in fostering emotional growth, social skills, and overall wellness. Furthermore, while there is growing interest in the role of animals in therapeutic practices, there is little research specifically addressing how connections with animals influence aspects of social development, such as communication and empathy, in children with disabilities aged 3 to 17. Existing studies often focus on either the general benefits of animal therapy or benefits for specific disabilities, which leaves a clear gap in understanding the nuanced experiences of this age group, indicating a need for further research. In addition, the variation in range of disabilities and the idnividual social contexts of these children complicate our understanding. This means that we lack comprehensive insights into how these interactions can be optimized for social advancement in diverse populations.
Hypotheses Section
Hypothesis #1 – Children with disabilities between the ages of 3-17 who have access to AAT/I develop better socioemotional awareness than those who don’t. Hypothesis #2 – Providing children with disabilities between the ages of 3-17 access to animal-assisted therapy or intervention (AAT/I) will cause an increase in their socioemotional awareness and development.
Hypothesis #3 – If children with disabilities between the ages of 3-17 have access to AAT/I, then they will develop better socioemotional awareness
Methods Section
In my research, I embarked upon a quest to plumb the depths of how pets, be they furry, scaly, or feathered, influence inner contentment and well-being. To do this, I created an online survey using Google Forms, which helped me reach a wide variety of participants. The questionnaire featured a variety of questions that focused on demographics, personal experiences with animals, and how people perceive their influence on mental health and social interactions.
To start, I did commence with questions of a simple demographic nature, like age, gender, and ethnicity, pulling from existing survey formats for reliability. Then, I included questions that focused on personal well-being, specifically how interactions with animals can help relieve stress and boost social confidence. While most demographic questions were adapted from established surveys, I modified a few to fit my research needs.
To distribute the survey, I targeted online platforms like social media and community forums to gather responses. And ultimately, I reached 136 survey participants and sent 36 interview requests, with 5 responses.
The survey questions were thoughtfully designed, with some derived directly from existing instruments and others modified to fit my research focus. For example, I changed questions about political views to allow the survey respondents to share their family’s political views and opinions, as well as their own, providing a broader context for understanding personal influences. Similarly, I included a question about disability status based on a reputable source to ensure I captured a comprehensive picture of the respondents’ experiences with animals.
I did also frame certain queries touching upon the boon that owning a pet doth bestow upon the participants’ lives, and how their quality is thereby enhanced, using ideas from various sources to measure emotional responses and social effects directly linked to pet ownership. For example, I altered a question about relaxation to make it more user-friendly. Furthermore, I adapted questions about challenges that pets help alleviate from well-respected organizations, aiming to gather meaningful insights on how animals provide support in challenging times.
The limitations of my research project primarily stem from the demographic constraints and the methods used for data collection. One significant limitation was that though these participants hailed from diverse lands, a hlack of geographic variety plagues their ranks. Verily, whilst many a nation lent its voice, the lion’s share of replies did spring forth from urban climes, a matter of no small import. These results might not accurately reflect the experiences of children who live in rural areas, who might have different interactions with pets. I did receive no replies from those of tender years, younger than fourteen summers, which doth curtail our understanding of how such youthful folk do view and commune with their animal companions. The dependence on media platforms for survey distribution may have also created bias, as the people accessing these platforms might not represent the broader population. Time constraints further limited my ability to reach a larger and more varied group of respondents, which could have positively impacted the data I collected. Furthermore, though I did strive for plainness in the framing of these survey questions, yet doth it stand to reason that sundry minds may construe them in divers fashions, which misinterpretations, in sooth, may breed inaccuracies in their replies, and thus cast a shadow upon the very trustworthiness of my gleaned findings. These limitations suggest the need for further research to explore the various other roles of pets in personal well-being across diverse demographics.
In conclusion, my project tries to highlight how having pets contributes to personal growth and well-being, but there were several limitations to consider. These included a lack of geographic diversity, time constraints for distributing the survey, and potential bias from my distribution platforms’ audience. Despite these limitations, my survey was structured to offer important insights into how different people perceived the role of animals in their lives and set the stage for further research on this important topic.
Results Section
Hypothesis #1 – Children with disabilities between the ages of 3-17 who have access to AAT/I develop better socioemotional awareness than those who don’t.
The graph supports the hypothesis by establishing that a consequential number of people strongly agree that animals contribute to their good moods. Given that relaxation plays an important role in children’s socioemotional awareness, this finding suggests that Animal-Assisted Therapy and Intervention (AAT/I) can help children with disabilities learn to better manage and understand their emotions. The substantial proportion of responses in the “Strongly Agree” and “Agree” categories is evidence that animals can positively influence emotional well-being, reinforcing the idea that children who interact with animals may develop superior emotional regulation and social skills compared to those who do not.
Figure 1
Hypothesis #2 – Providing children with disabilities between the ages of 3-17 access to animal-assisted therapy or intervention (AAT/I) will cause an increase in their socioemotional awareness and development.
The graph endorses the hypothesis by illustrating a bridge between animals and increased confidence in social interactions, which is a crucial component of socioemotional development. While responses do vary, a large portion of participants fall in the middle of the scale, with some agreeing that animals help them feel more confident when talking to others. This suggests that interactions with animals can help provide a feeling of comfort and security that leads to improved social skills. For kids and teens with disabilities, who tend to confront obstacles in social communication, AAT/I could serve as a path to better confidence and emotional regulation. Establishing a secure, nonjudgmental environment where children can practice social interactions, AAT/I has the potential to deepen their socioemotional awareness, ultimately supporting their development and boosting their quality of life.
Figure 2
Hypothesis #3 – If children with disabilities between the ages of 3-17 have access to AAT/I, then they will develop better socioemotional awareness
The graph supports the hypothesis by illustrating that children with disabilities who have access to Animal-Assisted Therapies and Interventions (AAT/I) exhibit signs of substantial development in socioemotional awareness, ultimately enhancing their overall quality of life (QL). The category “Yes” shows a marked increase in the number of children with disabilities when compared to the “No” category. The data indicate that children participating in AAT/I showed higher results across various measures, suggesting meaningful socioemotional benefits. Importantly, the “Yes” group was constantly bigger than the “No” group in all categories, with the “Grand Total” reinforcing this trend. This evidence implies that AAT/I is key to helping emotional regulation, improving social interaction skills, and boosting confidence. The higher representation in these key areas indicates that AAT/I contributes positively to the overall well-being and quality of life for children with disabilities.
Discussion Section
In my research, I found that my hypotheses were consistently supported by the data collected. Two of the key findings were that animals generally have a calming effect on people, which can be particularly helpful in various anxiety-inducing situations, such as meeting new people. This relaxing influence seems to reach beyond just immediate interactions; it can also play a significant role in reinforcing the overall quality of life for teens with disabilities. Through the companionship and support animals provide, these kids often experience improved confidence and a sense of relief in their daily activities. Furthermore, the companionship of animals can create a more relaxed environment that assists group connection. Overall, my study highlights the valuable role that animals can play in advancing emotional well-being and social experiences for those facing certain challenges. This bolsters the idea that integrating animals into therapeutic settings could greatly benefit various populations.
Additionally, this soothing effect extends beyond instantanious interactions; it plays an important role in improving the overall quality of life for teens with disabilities. One interviewee described an emotional moment: “Once I was crying, and my dead grandad’s dog started licking me. It felt like my grandfather was there to help me.” Stories like this show the extensive emotional links that can exist between children and animals. Through the companionship and support that animals provide, these people can gain faith in themselves and a sense of comfort, helping their overall social experiences.
Moreover, the company of animals often creates a more relaxed and friendly environment that encourages social activity between children. Another participant noted, “I’ve noticed both directly and indirectly how people’s behavior and emotions change around animals,” underpinning the idea that animals can help form positive social behaviors. This observation is particularly relevant in group situations where children with disabilities may feel isolated from other children. The open, friendly nature of animals seems to influence where these children interact positively or negatively with each other.
My study highlights the important role that animals can play in improving emotional intelligence and social experiences for those facing various types of challenges in their day-to-day lives. My findings support the idea that integrating animals into pedagogical and therapeutic settings could benefit many people, particularly children of all ages with disabilities. In a world where the pressures of social interaction and emotional regulation can be overwhelming even for those without such issues, the presence of an animal can serve as an olive branch, connecting children to more meaningful interactions with their peers.
My research findings align with a fast-growing body of literature in this field, particularly the studies of Brelsford et al. (2017), Groenewoud et al. (2023), and Anderson & Meints (2016). These studies provide a solid foundation for understanding the significance of various types of interactions involving animals in promoting socioemotional health and regulation. My results support their conclusions, highlighting the need for further research in this area. However, a significant limitation of my study is that I was unable to include participants under the age of 14, leaving a gap in the data I collected.
One participant mentioned, “Yes, I think kids often act nicer to each other when they are with an animal… The animal can make people feel happier or more excited, and it’s easier for the kids to work together.” This reflection adds another layer to the study, suggesting that younger children may respond differently, which needs further exploration. The lack of younger participants in my study means that I may not gather all perspectives on the topic, specifically on how children aged 3-13 view animal interaction, compared to older teens, for which I did garner results. Future research could benefit from including a wider age range to achieve a more complete understanding of the subject.
As I investigated the problem, my understanding grew, based on the multiple insights I gained from the literature review. At first, I thought the impact of Animal-Assisted Therapy (AAT) was limited mainly to emotional support. However, my findings and evidence from prior studies suggest that AAT/I not only helps with emotional and cognitive development but also plays a large role in improving social interactions and communication skills in all children, but especially in children with developmental disorders. One participant noted, “Being kind to animals is a first step to being kind to everyone,” which aligns with my opinions on the importance of the therapeutic value of animal interactions. This statement represents the idea that connecting with animals can create empathy and social skills that translate into broader social responsibilities.
Additionally, the importance of personalizing AAT to suit individual needs has become apparent; this customization enhances the potential benefits for each participant, allowing therapy practices to be adjusted to focus on specific challenges that children may face. The evidence suggests that AAT/I can significantly improve social confidence, help manage feelings of isolation, and develop emotional intelligence among children. These findings validate the importance of homogenizing Animal-Assisted Interventions into therapy and education settings, highlighting its potential to create welcoming spaces that promote growth and well-being.
To properly tackle the issues related to Animal-Assisted Therapy (AAT) and Animal-Assisted Interventions (AAI) in public schools, people should advocate for government funding to be specifically allocated to the creation and expansion of such programs. This funding would support the integration of AAT/AAI into the school curriculum while providing necessary training for educators, staff, and animals on how to implement these methods effectively. Additionally, grants could be set up to ensure that all students, regardless of their socioeconomic background, have access to these resources.
Citations
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Barak, Y., Savorai, O., Mavashev, S., & Beni, A. (2001). Animal-assisted therapy for elderly schizophrenic patients: a one-year controlled trial. The American Journal of Geriatric Psychiatry: Official Journal of the American Association for Geriatric Psychiatry, 9(4), 439–442. https://pubmed.ncbi.nlm.nih.gov/11739071/
Bass, M. M., Duchowny, C. A., & Llabre, M. M. (2009). The effect of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders, 39(9), 1261–1267. https://doi.org/10.1007/s10803-009-0734-3
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Breitenbach, E., Stumpf, E., v. Fersen, L., & Ebert, H. (2009). Dolphin-assisted therapy: changes in interaction and communication between children with severe disabilities and their caregivers. Anthrozoos, 22(3), 277+. https://link.gale.com/apps/doc/A215483284/AONE?u=nysl_me_ermhsl&sid=bookmark-AONE&xid=896e6995
Brelsford, Victoria L, et al. “Animal-Assisted Interventions in the Classroom-A Systematic Review.” International Journal of Environmental Research and Public Health, U.S. National Library of Medicine, 22 June 2017, www.ncbi.nlm.nih.gov/pmc/articles/PMC5551107/.
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Endenburg, N., & van Lith, H. A. (2011). The influence of animals on the development of children. Veterinary journal (London, England : 1997), 190(2), 208–214. https://doi.org/10.1016/j.tvjl.2010.11.020
Esposito, L., McCune, S., Griffin, J. A., & Maholms, V. (2011b, May 26). Directions in Human–Animal Interaction Research: Child Development, Health, and Therapeutic Interventions. The Society for Research in Child Development. https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1750-8606.2011.00175.x
Esteves, S. W., & Stokes, T. (2008). Social effects of a dog’s presence on children with disabilities. Anthrozoos, 21(1), 5+. https://link.gale.com/apps/doc/A188739577/AONE?u=nysl_me_ermhsl&sid=bookmark-AONE&xid=3ef7ac2f
Gee, N. R., Mueller, M. K., & Curl, A. L. (2017). Human–Animal Interaction and Older Adults: An Overview. Frontiers in Psychology, 8(1416). https://doi.org/10.3389/fpsyg.2017.01416
Groenewoud, Daniëlle, et al. “Children’s Bond with Companion Animals and Associations with Psychosocial Health: A Systematic Review.” Frontiers in Psychology, U.S. National Library of Medicine, 23 June 2023, www.ncbi.nlm.nih.gov/pmc/articles/PMC10328088/Heimlich, K. (2001). Animal-assisted therapy and the severely disabled child: a quantitative study. (Graduate Literary Award Winner). The Journal of Rehabilitation, 67(4), 48+. https://link.gale.com/apps/doc/A81759719/AONE?u=nysl_me_ermhsl&sid=bookmark-AONE&xid=796eb5f3
Huber, K. L., & Davis, R. A. (2019). Animal-assisted therapy and child social development: A review of the literature. International Journal of Child and Adolescent Health.
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Appendix A
- What is your age? (SurveyMonkey, N.D.)
- 10 or younger
- 11-12
- 13-14
- 15-16
- 16
- What is your gender? (SurveyMonkey, n.d.)
- Male
- Female
- Non-Binary
- Other
- How would you describe your ethnicity? (SurveyMonkey, n.d.)
- White
- Black or African-American
- American Indian or Alaskan Native
- Asian
- Native Hawaiian or other Pacific islander
- Some other race (please specify)
- Do you identify with any of the following religions? (SurveyMonkey, n.d.)
- Protestant
- Catholic
- Christian
- Jewish
- Islamic
- Buddhist
- Hindu
- Orthodox – Greek
- Orthodox – Russian
- Agnostic
- Atheist
- Other (please specify)
- How would you describe your political viewpoints? (SurveyMonkey, n.d.)
- Very liberal
- Slightly liberal
- Moderate
- Slightly conservative
- Very conservative
- How would you describe your family’s political viewpoints? (SurveyMonkey, n.d. – Modified)
- Very liberal
- Slightly liberal
- Moderate
- Slightly conservative
- Very conservative
- Would you consider yourself to have a disability? (Qualtrics, 2020)
- Yes (please specify)
- No
- If ‘Yes’, What is Your Diagnosis? (WeCapable, 2024)
- (CHECKBOX FUNCTION)
- ADHD/ADD
- Depression
- Anxiety
- Bipolar
- Hearing Impairment
- Traumatic Brain Injury (TBI)
- Speech Disorder
- Autism Spectrum Disorder (ASD)
- Cerebral Palsy (CP)
- Muscular Dystrophy
- Visual Impairment (Blindness/Low Vision)
- Other
- (CHECKBOX FUNCTION)
- What Type of Parent/Guardian situation is applicable to you? (SmartSurvey, n.d – Modified)
- Both parents, employed
- Single Parent, employed
- Guardian, employed
- Both parents, only one employed
- Single parent, unemployed
- Guardian, unemployed
- Other (please specify)
- What is your parents/guardians employment status? (CDC, n.d. – Modified)
- (Checkbox function)
- Work full-time
- Work part-time
- Work occasionally
- Homemaker or stay-at-home parent
- Unemployed
- Student
- Retired
- Other (please specify)
- (Checkbox function)
- What is your economic status? (Pew Research Center, n.d. – Modified)
- Upper Class
- Upper Middle Class
- Middle Class
- Lower Middle Class
- Lower Class (Working Class)
- How often do you interact with animals? (Frontiers, n.d.)
- Every day
- Every other day
- Less than 3 times a week
- Less than 3 times a month
- Less than 3 times a year
- I have never in my life interacted with an animal
- Do you have any pets? (YouGov, 2022)
- No.
- Yes.
- If ‘Yes’, how many? (If you answered ‘No’, skip this question) (Forms, 2024) (Modified)
- 1
- 2
- 3
- 4+
- Do you believe that having a pet has improved your quality of life? (StartQuestion, n.d.)
- Yes
- No
- How do you feel when you are with an animal? (YouGov, 2024)
- CHECKBOX FUNCTION – SELECT ALL THAT APPLY
- Happy
- Calm
- Excited
- Other
- CHECKBOX FUNCTION – SELECT ALL THAT APPLY
- Animals help me feel more confident when talking to other people. (MDPI, n.d.) – Modified
- Strongly agree
- Agree
- Neutral
- Disagree
- Strongly disagree
- Animals help me feel more comfortable in groups and/or when meeting new people. (MDPI, n.d.) – Modified
- Strongly agree
- Agree
- Neutral
- Disagree
- Strongly disagree
- Animals can help me relax (Green Chimmneys, n.d.) – Modified
- Strongly agree
- Agree
- Neutral
- Disagree
- Strongly disagree
- Has there ever been a time where an animal has helped you overcome a challenge? (ChildMind, n.d.) – Modified (Note: Can be something small, like scraping your knee when you were younger)
- Yes
- No
- Would you be willing to participate in an interview? (Self-made Q)
- Yes
- No