16th April 2025

AADI’s School Support Dog Programme: Enhancing Educational Experiences for Autistic Students

Minister Naughton Visits Autism Assistance Dogs Ireland HQ in Little Island, Cork.

Autism Assistance Dogs Ireland (AADI) is pleased to announce the success of its School Support Dog Programme, which has significantly enhanced the educational experiences of autistic students across Ireland.  The report was released as Minister Hildegarde Naughton visited the organisation’s headquarters in Cork.

The programme integrates trained assistance dogs into educational settings, providing emotional and social support to neurodivergent students. Recent survey results highlight the programme’s impact:

• 70% of students reported feeling less stressed or anxious in school.
• 77% felt safer and more comfortable in their school environment.
• 83% of staff observed improved academic performance and student focus.

David McCarthy, Head of Fundraising and Communications at AADI, commented, “Our School Support Dog Programme has proven to be a valuable asset in creating inclusive and supportive learning environments for autistic students. The positive feedback from both students and staff underscores the importance of such initiatives in our education system.  This is proving to be a hugely impactful programme for students’ teachers and families our ambition now is to persuade government to support us with the necessary funding to allow more schools benefit.”

Principal of St Michael’s COI, Cork Alison Quill said, “Having Snow as our School Support Dog at St Michael’s has completely transformed the experience of school for our students and staff. She’s become a calming presence, reducing anxiety, encouraging positive interactions, and significantly boosting students’ confidence. One particularly powerful moment was seeing a situationally mute pupil speaking to Biscuit, and then speaking for the first time to a staff member, directly because of Biscuit’s gentle companionship

AADI is committed to expanding this programme to reach more schools, ensuring that all students have the opportunity to benefit from the unique support that assistance dogs provide.

AADI’s School Support Programme was supported in its early development with a grant from the Royal Canin Foundation.  Suzy Roffey, Partnerships Manager at Royal Canin, said: “We believe that pets make our world better. To support this belief, we launched the Royal Canin Foundation, which has supported over 15 projects worldwide in advancing research into the ways pets make our world better. We’re incredibly proud that through the Royal Canin Foundation, we have been able to support such a remarkable charity, helping the organisation to not just positively impact the lives of hundreds of children, teachers and families across Ireland, but also contributes to a future that is more inclusive by advancing research in human and animal interaction. We really believe that the results from Autism Assistance Dogs Ireland show what an important role that dogs can play in supporting neurodivergence.”

Autism Assistance Dogs Ireland is a national charity dedicated to transforming the lives of autistic children and their families. Through its specialised training programmes, AADI’s assistance dogs provide children with greater independence, safety, and inclusion, while offering invaluable companionship and support to families across Ireland.

For further details and to stay updated, visit our website at www.aadi.ie. Families can also learn more about assistance dog programmes at www.assistancedogsinternational.org, our accrediting body.

ENDS

Contact: David McCarthy, Head of Fundraising and Communications
Autism Assistance Dogs Ireland
Email: david@aadi.ie
Phone: 083 012 9549

Editors Note:

Briefing Note: Positive Impact of the School Support Dog Programme

Overview

The School Support Dog Programme has proven to be a transformative initiative across participating schools. Feedback from parents, students, and staff underscores its far-reaching benefits in improving emotional well-being, enhancing academic focus, fostering social connections, and promoting inclusivity. This briefing note highlights the key findings and offers recommendations for further strengthening the programme.

Key Positives

1. Enhanced Emotional Well-Being

• Parents: Half (50%) of parents noted a reduction in their child’s anxiety levels, with several reporting calmer home environments as a result of the programme.
• Students: Nearly 70% of students reported feeling less stressed or anxious during the school day, with 77% stating they felt safer and more comfortable at school​.
• Staff: 100% of staff observed reduced stress levels among students, and two-thirds (67%) experienced reduced stress themselves.

2. Academic Benefits

• 83% of staff indicated that students’ academic performance had improved, particularly in areas like test readiness and focus.
• 54% of students felt the presence of the support dog helped them concentrate better during lessons, while 46% noted increased participation in class activities.
• Anecdotal evidence highlighted specific instances where the dogs facilitated better engagement, such as providing comfort during tests and encouraging focus during study sessions.

3. Improved Social Interactions

• Parents: Several parents reported their children demonstrating improved social behaviours, such as being kinder to family members and peers.
• Students: 38% indicated that the support dog helped them interact more with classmates, with heartening stories of friendships formed through shared activities like walking or grooming the dogs​.
• Staff: 75% observed better peer-to-peer interactions, with the support dog acting as a unifying presence in classrooms​.

4. Inclusivity and Community Building

• Staff Feedback: 83% of staff believed the programme fostered a more inclusive environment, especially for neurodivergent students​.
• The support dogs created common ground for students of all backgrounds, encouraging collaboration and mutual respect.

Opportunities for Growth

Strengthening Communications

While the programme has been widely appreciated, a recurring theme across surveys was the need for stronger communication and engagement with parents and students:

• 36% of parents expressed a lack of awareness about the programme and its operations. Improved communication, such as regular updates, newsletters, or informational sessions, could address this gap.
• Tailored outreach efforts would ensure all families understand the programme’s goals, benefits, and access opportunities.

Equitable Access

A small number of parents and students noted limited opportunities to interact with the support dogs. Expanding access and ensuring the dogs are more evenly integrated into various year groups or classrooms could maximise their positive impact.

Staff Training and Resources

Although 100% of staff rated the programme’s impact as positive, suggestions were made to provide additional training to better integrate the dogs into classroom activities and expand their participation​.

Conclusion

The School Support Dog Programme is a shining example of innovation in educational support, with tangible benefits for students, staff, and families. From reduced anxiety to improved academic focus and inclusivity, the programme is making a measurable difference.

Areas of focus:

1. Strengthen communications with parents and students to enhance awareness and engagement.
2. Expand access to ensure all students benefit equitably.
3. Invest in training and resources to support staff and ensure sustainable growth.

By addressing these areas, the programme can continue to transform schools into supportive, inclusive, and inspiring learning environments.