Providing opportunities for college students to interact with therapy dogs is a surefire way to bolster students’ well-being. In fact, study after study, including rigorous randomized controlled trials attest to the benefits of having students spend time with trained therapy dogs and their handlers. Such programs are introduced with the understanding that being a college student can be an especially stressful experience—and a lonely one, too. As argued in recent work by researchers Wodika and colleagues, “Young adults are inundated with ideas that the college experience will be the best 4 years of their lives, but research has demonstrated that students often feel their actual experiences are different than what they expected.”
Such might especially be the case for first-year students as they navigate the transition from high school and face increased coursework expectations, increased independence, building new friendships and social networks, and “adulting” for the first time. Formidable challenges, for sure. For students who are neurodiverse, these challenges can be especially daunting. Readers are directed to a recent post by Jessica Broitman examining strategies to support neurodiverse students keen on applying to college. Accessing on-campus resources designed to support students can also be intimidating for students who are neurodiverse. Popular stress-reduction initiatives offered on campus can be busy, crowded, and loud (think intramural sports, pep rallies, etc.).
We’ve been reflecting on this as we offer a popular, long-running on-campus therapy dog program called B.A.R.K. that sees 12-15 dog-handler teams brought to campus each week to support student well-being. In innovative research out of the B.A.R.K. lab, undergraduate student researcher Clara Jurgenliemk will design a therapy dog program for students who are neurodiverse. Thanks to an Undergraduate Research Award from the University of British Columbia Okanagan, Clara will work with the B.A.R.K. team and spend the summer designing, implementing, and exploring the viability and perceptions of such a program. Of the 60-plus dogs in B.A.R.K., 8 golden retrievers and their handlers will participate in a low-stimuli program designed to support students who are neurodiverse. In designing this program, consideration will be given to low lighting, low noise, no perfumes/scents, low discourse expectations, and one-on-one sessions that see each student assigned to their own dog-handler team.
As post-secondary institutions see an increase in the enrolment of students who are neurodiverse, resources that support and optimize their academic success and provide opportunities to hone their social and emotional skills are required. As noted above, being a college student presents a host of challenges and Clara’s initial foray into supporting students who are neurodiverse will extend our understanding of how therapy dogs can support all students on campus. Stay tuned.
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