Well-Being and Human-Animal Interactions in Schools - The Case of“Dog Daycare Co-Op”

Oct 15, 2026

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The study explores how human wellbeing is shaped by animals in informal educational settings, using Martha Nussbaum’s capabilities approach. “To have concern for and live with other animals, plants and the environment” is treated as a necessary component of wellbeing, yet this condition remains underexplored in education. The paper examines a Canadian school-based cooperative program where students work with animals for high school credit, using interview-based qualitative methods to analyze academic and social impacts and their implications for wellbeing in a vocational model.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Keywords

Introduction

Philosophical foundations of human-dog relations

Empirical evidence on dog-human interactions in health and social outcomes

Dog inclusion in formal education settings

Well-Being and Human-Animal Interactions in Schools: The Case of“Dog Daycare Co-Op” Laura Elizabeth Pinto University of Ontario Institute of Technology Donna Foulkes Peel District School Board Abstract This study draws on Martha Nussbaum’s (2000) account of the nature of human wellbeing in order to explore the role of animals informal education settings. Nussbaum’s capabilities approach identifies the ability “to have concern for and live with other animals, plants and the environment”(p. 80) as a necessary component for well-being. Yet, this condition of well-being remains largely unexplored in education despite research that suggests many potential social and health benefits of dog-human interaction. This paper describes the effects of a unique, Canadian school-based cooperative education program in which students work with animals for high school credit. The qualitative research design is based on interviews, students’ own stories of the impact of animal interaction – particularly in light of other challenges they faced academically and socially. Research results, support other empirical accounts of positive effects of animals in education settings, and offer insight into the nature of human-animal interaction as a component of well-being within a vocationally-oriented program. Keywords: teaching; education; well-being; human-animal interactions Laura Elizabeth Pinto, Ph.D., is an Assistant Professor in the Faculty of Education at the University Of Ontario Institute Of Technology in Oshawa, Ontario. She was the recipient of a 2009 Governor General's Gold Medal, and a shortlisted author for the 2013 Speaker's Book Award for her policy-related research. Email: [laura.pinto@uoit.ca](laura.pinto@uoit.ca) Donna Foulkes (O.C.T) is a teacher at Peel District School Board in Mississauga, Ontario and the recipient of a 2014 OTIP Award of Excellence for Secondary Teachers. Email: [donna_foulkes@rogers.com](donna_foulkes@rogers.com) Introduction Philosophical attention to human-dog relations can be traced back to the Ancient Greeks in the teachings of Diogenes the Cynic. Some contemporary philosophers – most notably Donna Haraway (2003, 2007) and Raimond Gaita (2005) have explored how dogs fulfill very important relationship functions. Haraway (2007) goes so far as to argue (extending Chris Cuomo’s position) that the core ecological, feminist ethical starting point is a “commitment to the flourishing or well-being, of individuals, species, and communities”(Haraway, 2007, p. 134) . In this view, compassionate action in relation to companion species such as dogs is crucial to human flourishing. Haraway’s (2007) influential work led to inquiry in which dog-human relationships are taken seriously in the humanities and social sciences. This has opened up a new field of inquiry called critical pet studies (for example, Nast, 2006a) provides an exploration of how animals function within everyday human activities and the impacts of that function (Nast, 2006b) .2 Empirically, recent attention in the social sciences to dog-human relationships has focused on the role of dogs as companion animals (for example, Bauer, Ward & Smuts, 2009; Smuts, 2006), and social and health outcomes resulting from that role (Burrows, Adams & Spiers, 2008; Daly & Morton, 2009; Folse, Minder, Aycock & Santana, 1994; Haraway, 2007) . Children with certain types of special needs such as autism have derived immense benefits from working with dogs – including their social needs being met, positive mental health outcomes, personal safety, and increased freedom (Anderson & Olson, 2006; Burrows, Adams & Spiers, 2008; Friesen, 2010; Folse et al., 1994) . With respect to adults, an international, longitudinal study concluded that those who continuously owned a pet were healthier than those who did not (Headley & Grabka, 2007) . The immediate effects of dog-human interaction reported included stress buffering and relaxation, which may have an impact

FAQs

What theoretical framework guides the study of wellbeing and animals in education?

The study uses Martha Nussbaum’s capabilities approach to define wellbeing, emphasizing concern for and living with other animals, plants, and the environment.

How does the Canadian school-based program studied in the paper work?

Students participate in a cooperative education program where they work with animals for high school credit, and the research examines interview and student-story accounts of impacts.

What kinds of effects does the paper discuss from dog-human interaction in educational contexts?

The research literature reviewed and the study’s findings point to positive social and health-related outcomes, including reduced stress and potential improvements in wellbeing within education settings.

Oct 15, 2026

Upload by Ben