Canine-Assisted Therapy and Autism Spectrum Disorder in Secondary Schools: An Integrative Literature Review

Abstract

Inclusive education requires equitable and caring learning environments for all students. To achieve this outcome, schools must provide appropriate levels of support and, where necessary, effective, adaptable and inspirational interventions to foster whole-school inclusivity. This Integrative Literature Review investigates the phenomenon of canine-assisted therapy (CAT) as a possible way to assisting schools becoming more inclusive. Recognising the growing interest in CAT as a means of enhancing student well-being, emotional health, and educational experience, the study systematically synthesises a range of diverse methodological research outcomes on this subject. Using thematic analysis, the integration of these research outcomes from 22 peer-reviewed published studies resulted in the identification of six emergent themes. The findings isolate unique qualities and features of CAT when used to engage adolescent cohorts in multiple secondary schools throughout the world. The study presents findings that are consistent with past research by validating, but also extending, CAT as a possible intervention to reduce symptoms of stress and facilitate social interactions and inclusivity. Students impacted by anxiety, and in particular students diagnosed with autism spectrum disorder, may find CAT particularly worthwhile. Results suggest that the unconventional, but increasingly popular, use of CAT may provide an alternative approach to supporting and addressing diverse student needs in complex secondary school environments.