Should Ipswich High School get a permanent therapy dog? In the past few years, these therapy dogs have become increasingly common in schools across Massachusetts. Therapy dogs in schools have been proven to provide support and improve overall well-being. Let’s explore the benefits, and potential challenges of getting a therapy dog for our school.
With the growth of mental health concerns among teens, therapy dogs could be an excellent way to help students de-stress in a unique way. One of our guidance counselors, Mrs. May, says, “Whenever the dogs are here the students have really really liked having them around.”
The presence of therapy dogs will be a way for students to be more relaxed and less isolated.
Special Education teacher Mr.Harvey stated, “I certainly think that students are calmer when they’re around animals. There’s something very soothing about just petting a dog or making a connection with another creature that’s not judging you.” As Mr.Harvey explained, therapy dogs are the purest creatures, and building a connection with one is so special.
Although it sounds counter-intuitive, spending time with therapy dogs increases focus. Our students agree that after spending time with a therapy dog, they feel refreshed and their minds are clearer. A clear mind can decrease distraction and help engagement in classes. We all know the feeling of not being able to focus on our work; if therapy dogs could help eliminate this feeling it would be a win for Ipswich.
Although a school therapy dog has many incredible benefits, there are some challenges to address when it comes to getting a therapy dog. Something to consider is allergies staff and students may have. Not all students are comfortable around dogs, and some also have allergies to them. Considering this, getting a hypoallergenic dog would be in the school’s best interest. We should ensure that students who fear dogs are never in a position where they have to be around the dog. A situation like this will be very avoidable and shouldn’t become a problem. Mr.Harvey says, “You guys are 14 through 18 years old. I think that you should be able to navigate your own lives and stay away from creatures that may or may not cause you to sneeze.”
In an interview with Ms.May, she agreed that students would benefit from a therapy dog; she stated, “I think the students love it; you know, I think a lot of students would benefit from it.” But she also expressed some concerns about the issues that would come with it: “You have to make sure that you the dog in an environment that is, you know, not interrupting a class.” This concern could be resolved by ensuring the dog is in an environment that would not disrupt a class of the students’ focus.
She also voiced her concerns about students who don’t like dogs: “I mean, there are some students who would prefer not to have a dog.” Having a dog at the school would benefit some people, but there also might be some people who have past trauma from dogs, which might worsen their problems. For this reason, a calm and well-trained dog would be required to have a therapy dog at school.
In conclusion, both teachers agree that a therapy dog would make a great addition to IHS, and students and teachers would have significant mental health benefits from it. Although some problems might surface from it, it would cause a more positive attitude in the students. And overall out way any negative aspects. Do you think IHS should get a therapy dog?
