Abstract
The inclusion of animals within educational settings is not a new phenomenon, although the last several decades have certainly seen a growth in popularity. Despite increased uptake, little is known about the ways animals are typically being included within educational settings, and the nature of sessions that are being undertaken. The aim of this qualitative study was to explore, from the perspectives of educators, the general risks and benefits to both students and animals of including animals in schools, the types of activities undertaken, species included and their associated management, and the perceived impact on both students and animals. Fourteen educators from UK primary, secondary, and special (schools for children with additional educational needs) schools participated in semistructured online interviews. To assist in the creation of a cohesive narrative from the dialogues generated, interview data were analysed using a reflexive thematic analysis approach. Substantial variation was noted regarding the way sessions were structured, their goals, and anticipated outcomes. Despite the variations in delivery, educators felt the inclusion of animals within school had a positive impact on students, specifically student well-being. A key concern highlighted from the interviews was the lack of guidance and support for educational settings regarding the undertaking, general management, and regulation of the animals. To ensure the safe and effective inclusion of animals in educational settings, collaborative support from a range of stakeholders including educators, policy makers, and animal welfare charities is necessary.
Recommended Citation
Vardy, Emma J.; Finka, Lauren R.; and Sweeney, Blair F.
(2025)
"The Inclusion of Animals in Educational Settings: The Educators’ Perspective,"
People and Animals: The International Journal of Research and Practice: Vol. 8
:
Iss.
1,
Article 2.
Available at:
https://docs.lib.purdue.edu/paij/vol8/iss1/2
