Exploring Dog-Assisted Interventions in Higher Education: Students’ Attitudes and Perceived Effects on Well-Being

Abstract

Both, in the transition to university and during it, students experience a multitude of different changes. Thus, it is no surprise that many students in higher education report suffering from mental health problems. To address their concerns, animal-assisted interventions (AAIs) have gained more and more attention over the past few years. Nonetheless, AAIs have neither yet been used nor researched at German universities. Two studies were carried out to address this issue. In Study I, 709 university students answered a questionnaire evaluating their attitude towards dogs, AAIs and interest in its use at their home university. In Study II, 27 students participated in a dog-assisted intervention (DAI) in which they were allowed to interact with a qualified dog for 15 min. To gain information about their well-being, blood pressure was measured and the Basler Befindlichkeitsskala had to be answered before and after the intervention. Results showed a positive attitude among German students toward dogs, AAIs, and the use of DAIs at their home university. Although an effect on physical well-being could not be found, results showed that a 15-min DAI can improve students’ psychological well-being. Thus, higher education administrators should consider using DAIs as a way to improve student well-being.

Canine Support Program: Student perceptions and preferences at a regional university and implications for health, well‐being, and student support enhancements

“…42 The final category comprising of students who love dogs, is reflected by the fact majority of the respondents and supporters of a CSP in this study owned dogs and indicated dogs were integral to their lives. The majority of 'dog loving' participant characteristics reported in numerous similar studies elsewhere 10,24,25,30,31,37 strengthens this inference. It likely reflects the psychology of experiencing satisfaction, happiness, and improved well-being as a result of being connected with an object of admiration and adoration 43 ; as well as the mental health, well-being, loneliness reduction, and physical health enhancement effect of giving and receiving affection.…”

“…These participant characteristics are common in numerous surveys and RCT studies on CSPs in university settings. 10,24,25,[29][30][31]37 Although those who may not be acquainted with dogs may still benefit from CSPs as indicated by a few of the respondents who did not own dogs but still supported it. It emphasises the need for tailored approaches to student support and health promotion in universities.…”

“…These are consistent with and strongly supported by other research elsewhere. 10,24,25,30,31,37 The need to meet peers and build social networks further points to the fact CSPs might offer the perfect opportunity for students to meet like-minded peers in a nonjudgemental, low anxiety producing setting where attention can be directed towards a dog. Studies have demonstrated the effectiveness of dogs in enabling social interactions and being a social catalyst in settings or through activities where social norms may typically prohibit such interaction.…”

Subjective Wellbeing among University Students and Recent Graduates: Evidence from the United Kingdom

“…This study gives voice to university students and recent graduates by helping higher education institutions make informed policy decisions to better support mental health in their student and graduate populations worldwide [ 18 , 19 ]. Our findings advance the application of positive framing and personal resource development as a strategy to protect one’s mental health [ 17 ].…”

“…Exploring and comparing the perceptions of recent graduates and current students will inform policy recommendations that support students during their studies and better prepare them for the transition to work. These policies are essential irrespective of COVID-19, with evidenced growth in mental health issues among university students, recent graduates, and youth more generally before the pandemic [ 10 , 18 , 19 ]). Further, a reported rise in unhappiness among UK-based children (aged 10 to 15 years) suggests that more subjective wellbeing-related issues could emerge in higher education institutions in the coming years as individuals transition to tertiary education and, subsequently, the graduate labour market [ 20 ].…”