Alumnus presents study showing mixed results from therapy-dog lessons in Germantown classrooms

Nina Olsen, a Germantown alumnus, presented findings from her research into "animal-assisted pedagogy" using the district's therapy dog Ziggy in digital literacy, music and art lessons.

Olsen said the study compared two interaction types: passive presence and active participation by Ziggy. Initial participation numbers were 55 students for the digital-literacy module and more than 70 for art; students saw three 40-minute lessons in some subjects. Olsen described two instruments: a five-point Likert questionnaire on attitudes and a short four- or five-question assessment given immediately and again one month later.

Her results showed small, inconsistent effects. By grade, older students performed marginally better on follow-ups; one anomalous kindergarten result appeared likely due to response noise. On perceived learning and motivation, averages clustered around the middle of the scale (roughly 3 to 4), and most students reported comfort with Ziggy. Distraction outcomes varied: barking was the most commonly reported distraction; in some cases the active-interaction group reported less distraction than passive presence. Olsen cautioned the assessment was "really weak" as a single five-question measure and said a stronger design and repeated lessons would be needed to draw firmer conclusions.

During Q&A, board members were shown data tables and Olsen encouraged review of the full tables provided in print. She concluded the intervention appeared acceptable to students but recommended improved assessment and a longer timeframe to evaluate learning effects.

Olsen's presentation noted teachers were co-design partners and that parental consent processes were used. The results will inform further study and classroom practice if the district elects to expand therapy-dog activities.