West Jesmond Primary School has welcomed two new therapy dogs, Forrest and Mabel, into its education programme, supporting both student wellbeing and reading development.

Both dogs are visiting the school on a weekly basis as part of a structured scheme that addresses student’s needs, but also staff needs.

The programme initially only had one dog, Mabel, however after a “really lovely” reaction from both the children and their parents, Vanessa Corker, lead councillor at West Jesmond Primary School, has also enrolled her dog, Forrest, onto the training to become a therapy dog. The programme encompasses both mental health support, behavioural interventions and reading support.

Students with special educational needs have 15-minute weekly “meetings” with Mabel, “pick and show her a book” and read to her. Special education needs co-ordinator (SENco) Gemma Jordan said “it is lovely to see the children grow in confidence when reading to Mabel” and that some “children would bring the same book each week but as their confidence has grown they have started to bring new books to show Mabel.”

Research by The Discovery School has shown that the environment that is created by reading to someone, or something, where children are relaxed by the presence of the dog can help reduce anxiety, build confidence and increase reading levels.

Mabel is part of the Pets as Therapy charity and spends her days visiting many schools and universities across the north east. One programme Mabel has is at Northumbria University’s Coach Lane campus, called Mabel Mondays, and she visits West Jesmond Primary School every Wednesday. Alyson Norris, Mables’s owner, is hoping to get her into sessions at local hospitals and intensive care units.

Alyson told JesmondLocal “it is very satisfying and rewarding” when she sees the reactions of those who interact with Mabel and she often has parents in the Jesmond area come up to her on dog walks and ask, “is that Mabel from the school?”

Forrest, a golden retriever, has just turned one year old and is currently completing his training to become a therapy dog. He brings a different energy to the school as he is gentle but is more playful, so students see him on a lot of walks around the school grounds, said Corker. Forrest and his owner play a key role in helping any student who may be having a hard day.

Here is a day in Forrest’s life:

Research further supports the therapeutic benefits of animal assisted interventions in schools. Studies have demonstrated that interactions with dogs can reduce cortisol levels and blood pressure by 10% in just 15 minutes, as well as anxiety. These psychological changes correlate with improved emotional regulation and increased learning engagement.

Corker has noticed there has been an “improvement” in students across the school in relation to their behaviour and attitude in school, especially those who have regular interactions with the dogs. Head teacher Matthew Ward said “Mabel and Forrest are lovely additions to the school, they have helped students overcome challenges and they love to see them walking around the corridors or in the yard.”

The benefits extend beyond the students to the staff themselves. Corker said, “staff wellbeing is just as important as student wellbeing, having Forrest and Mable here has created a calmer atmosphere for everyone.” The dogs have become an informal support system for staff wellbeing, allowing teachers to relieve stress and boosting their mood if they see the dogs in passing.

Both dogs, and their owners, must be registered as therapy dogs, or therapy dogs in training, to be able to come into the school. The school has also implemented safety protocols for students who have allergies and phobias. Jordan said that “it is important to remember students may have allergies or a phobia of dogs, so it is just as important to keep those children in mind when organising.”

The parental response has been positive, with a lot of parents “interested” in the programme after hearing their children talk about the dogs at home, said Jordan. Some parents told the school that having dogs at school has helped their children who want dogs but are not able to have them at home for various reasons.

The introduction of the therapy dogs in West Jesmond Primary School has also raised awareness of therapy dogs in the local Jesmond area. Parents and now local residents are aware of the support therapy dogs can offer through word of mouth. Corker said, “it would be lovely to have therapy dogs in more places, like offices and more schools, as everyone can benefit from them, even if you only see them for a few minutes, it brightens your day.” The visibility of Forrest and Mabel has sparked discussions of the values of therapy dogs.

Looking forward, the school would like to continue to expand the number of therapy dogs that come in. Session availability is very limited as Mable only comes in once a week and Forrest is still in his training, and there are “still a lot of children who would benefit from seeing Mable or Forrest,” Jordan said.

Evidence from West Jesmond Primary School suggests that therapy dogs can function as effective tools in learning development when properly integrated, said Hamish and Milo, a wellbeing organisation that is focused on the benefit of being around animals us. Although they are not a solution to educational challenges students face, they do offer measurable progress and can help set children up to grow. Programmes like this represent an up-and-coming approach to help schools address mental health and learning challenges, creating a supportive and unique environment.

As West Jesmond Primary School continues to develop its therapy dog programme, the impact of Forrest and Mabel extends beyond the school gates. Their presence represents a shift in how schools approach student wellbeing, recognising that sometimes the most effective support can come with four legs and a wagging tail. At West Jesmond Forrest and Mabel are more than just therapy dogs, they are a key part of their community and “are a lovely addition to the school,” Ward said.