How to Start a School Support Dog Program

Laura Schuler took a year off from teaching during the Covid pandemic. When she returned to the classroom, she was shocked by how much had changed in such a short time. 

So many of her students were constantly on edge, as if the pandemic had stripped away their ability to regulate emotions. After all of the time at home spent socially distanced, kids forgot how to react to each other and their teachers. From outbursts to constant conflict, the classroom felt different than before the pandemic. It was heavier and teaching was harder.

And it wasn’t just students. Laura’s colleagues were burned out as well. 

Laura was experiencing a dilemma thousands of other educators were witnessing as well, and there wasn’t a clear solution. Ideally her district would hire more full-time counselors and social workers to help students and shift the energy in their school, but there was no money for that. And so kids kept having tantrums, there were more disruptions in class, and teachers kept feeling more and more hopeless. 

But one day Laura was researching for an assignment she was working on for her Masters degree, and learned about school support dogs. 

Golden retrievers, joy in the form of an animal, that go to school every day to serve staff and students. 

So Laura approached her district with research and ideas, and now Forest Hills Public Schools has 14 new employees that work for food and snuggles.

My daughter goes to one of those elementary schools with a support dog, and he has been such a valuable addition to her building. He is a calming mechanism for kids in the middle of a severe outburst. He’s an incentive for good behavior and showing up to school. The dog works especially close with students with special needs. And he is a regular source of joy for my daughter’s teachers. 

If you’ve ever thought, “We should do something like that,” here’s what it actually takes to make it happen.

Start With the Problem, Not the Dog

Before you think about breeds, training, or logistics, get clear on why this matters in your context.

In Laura’s case, the need was obvious. Students were struggling with emotional regulation and peer interaction in ways that were hard to ignore. The dog wasn’t the idea she started with. It was the response to a real problem.

When you can clearly name the problem, it becomes much easier to bring others into the conversation.

Understand What Kind of Dog You’re Talking About

One of the first things Laura had to learn is that not all “school dogs” are the same.

Service dogs are trained to support one individual. Therapy dogs usually visit temporarily. What schools like hers use are often called school support dogs or school counseling dogs. These dogs are trained to work with large groups of students in busy environments.

That distinction matters when you start talking with administrators, parents, and potential partners. It shows that this is a structured program, not a casual idea.

Here are a couple resources to learn more about support dogs:

Canines for Change
Pets in the Classroom

Work With a Training Organization

This isn’t something you want to piece together on your own. The dogs Laura’s district uses are highly trained before they ever enter a school. They’re conditioned to stay calm in loud hallways, respond to a handler, and interact safely with students in a wide range of situations.

Just as important, the adults are trained too. Handlers learn how to work with the dog throughout the day, from structured visits to moments of crisis. A quick search for school support dog programs in your state is a good place to begin. Many regions already have organizations doing this work.

Expect Questions and Plan for Them

Every school that has done this has had to work through the same concerns. Parents may worry about allergies or fear of dogs. Administrators often think about cost, liability, and logistics.

Laura’s district addressed this by making all interactions optional and establishing dog-free zones for students who needed them. They also built clear systems around supervision and care. When those concerns are acknowledged and planned for early, they become manageable instead of deal-breaking.

Build It With Your Community

One of the reasons this worked in Laura’s district is that they didn’t try to fund it alone. Local veterinarians helped cover routine care. Groomers donated services. Businesses contributed supplies and startup costs.

Over time, the program became something the community felt connected to, not just something the school was managing. They also help cover the costs to make the program a reality. So don't hesitate to invite partners into this with you.

Be Intentional About How the Dog Is Used

The most effective programs don’t just 'have a dog.' They think carefully about how the dog supports students. In Laura’s district, dogs are used in a variety of ways. Some students earn time with the dog as an incentive. Others visit during moments of stress or emotional escalation. In some schools, dogs are part of reading programs or greet students at the door in the morning. 

The structure is what makes the program work. A clearly defined role for the dog leads to stronger results.

Plan for the Day-to-Day Reality

Behind the scenes, there’s more structure than most people realize. Each dog lives with a staff member, often a counselor or another employee connected to the school. Away from school, the dog mostly lives a normal 'pet life'. During the day, the dog works with a trained handler and follows a routine that includes both active time and rest. 

So it's important to have committed staff members to take on these roles.

Think Beyond Year One

If this works, it won’t feel like a short-term initiative. Laura’s district has already had to think about things like emergency medical costs, insurance, and what happens when a dog eventually retires. Some schools build in systems where the host family adopts the dog after its working years. Others create emergency funds to cover unexpected expenses.

Thinking ahead makes the program more stable over time.

Start Small and Let It Grow

Laura’s district didn’t begin with 14 dogs; they started with one.

That first step gave them something concrete. People could see the impact in real time instead of trying to imagine it.

If you’re considering this, focus on getting one program off the ground in one building. Let the results create momentum from there.

Final Thought

What Laura discovered is something most educators already feel: students need environments that help them feel calm, connected, and supported. When those conditions are in place, everything else becomes more possible. 

A school support dog won’t solve every challenge a school faces. But I can tell you that in the past couple years I’ve spoken at several school districts with support dog programs, and every single one reports a positive impact on students, staff, and school culture.

And I can also tell you that every time I go to my daughter's school and see a tail-wagging, smiling golden retriever with a child, the child is smiling too. 

I had a conversation with Laura, an amazing 3rd grade teacher who believes any school can have support dogs. I recorded our conversation, and you can listen to it on this week’s episode of The Epic Classroom Podcast.