USE OF CANINE-ASSISTED THERAPY FOR SUPPORTING THE HIGH SCHOOL LEARNERS UNDER STRESS
DOI:
https://doi.org/10.11603/m.2414-5998.2026.2.16445Keywords:
canine-assisted therapy; canine-assisted support; students, mental state; anxiety; educational environment; psychological and pedagogical supportAbstract
The article provides a theoretical analysis of current approaches to using the canine-assisted therapy or canine-assisted support as a supportive practice for the high school learners under stress. The relevance of the topic is determined by the growing levels of stress, anxiety, and emotional exhaustion among students, particularly in Ukraine under the wartime conditions, as well as by the need for safe forms of psychological and pedagogical support in educational settings. A synthesis of recent research defines that interaction with therapy dogs is most often associated with reduced state anxiety and stress, improved mood, and increased psychological comfort and engagement. At the same time, current evidence does not yet justify strong claims about a stable long-term impact of canine-assisted therapy or support on cognitive or purely physiological outcomes, which proves the necessity of further quantitative research. The article identifies the main pedagogical conditions for the effective implementation of canine-assisted therapy and support, including voluntariness, prior screening for contraindications, clear programme goals, interdisciplinary support, hygiene and safety measures, systematic outcome evaluation, and priority given to canine welfare. It is concluded that canine-assisted therapy has considerable potential for supporting learners’ mental well-being during periods of increased academic pressure, adaptation, or crisis, particularly in Ukraine, provided that its use in education is evidence-based, ethical, and properly structured.
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