Students Thrive Amidst Comfort Dogs

By Susan Nichols

In the words of beloved Peanuts author, In the words of beloved “Peanuts” author Charles Schulz, “Happiness is a warm puppy.” That sentiment succinctly sums up all the joyous feelings and positive benefits that have been derived from the therapy and comfort dog program at Five Oaks Academy (FOA) in Simpsonville, South Carolina, USA.

It began with one dog, uh, “helping out” in the admissions department and now has evolved to five dogs serving as fixtures in the classroom, bringing to life the Montessori vision of both creating a welcoming environment and giving students first-hand knowledge of animal sciences. All the dogs make their homes with FOA faculty members, who go through an application process to participate and whose dogs have had varying degrees of training and certification, as well as medical and temperament clearance.

FOA Executive Director Kathleen Trewhella-Grant says, “One of our important goals is to create a warm and caring environment for our students to develop responsibility, compassion, and respect for all living things.”

While having the dogs on campus has certainly helped meet that goal, Trewhella-Grant adds that the program was “amped up this year as we noticed that students needed more help in the classroom to feel calm and confident, particularly with some of the stresses from Covid, and so it’s become even more important to focus on the learning atmosphere.”

Why so much focus on the atmosphere?

“If you feel comfortable in your learning environment — which is a hallmark of Montessori learning — you retain more information. Learning simply works better if you’re feeling protected, loved, and comfortable,” says Trewhella-Grant.

There’s no doubt that FOA’s students are feeling the love and thriving because of it. Just ask Eleanor Rogers, Lower Elementary Directress and “Mom” to dogs Sunny, a Black Labrador and Tate, a Golden Retriever. Sunny, who has completed Off-Leash Puppy Training and is working on her Canine Good Citizen certification, rotates coming to Rogers’ classroom every Wednesday with Tate. Tate completed the Palmetto Animal Assisted Life Services (PAALS) program as a puppy and is a trained service dog.

Explains Rogers: “I have seen more happiness coming from all students in the classroom when Sunny or Tate spend the day with us. There is one student who lacks motivation to complete his work, so on days when Sunny or Tate are with us, he gets to spend oneon-one time with the dog when he completes his work. He always works so hard on these days!”

Reading Interventionist Katie Heisey has seen rewarding results in her classroom as well, where she works with students ages four to nine. She says that her dog Judge, an Australian-Shepherd mix who has received her Canine Good Citizen certification, has been a sweet and comforting presence in her own life and that she was excited to share that spirit with her students.

“After having been an early interventionist for the past several years, I have seen the benefit of having a dog around children. I have noticed that my students are more relaxed and less anxious when working,” says Heisey. “They are also less overwhelmed and are more motivated to complete their reading and writing.”

Heisey’s students particularly have fun reading to Judge. “The students always tell me that it looks like Judge is smiling, which is my favorite thing ever, because they do not realize that they make Judge smile just as much as she makes them smile,” says Heisey.

In addition to the level of comfort the dogs are fostering, the program is fulfilling an important role in teaching responsibility to FOA’s students. For example, in Rogers’ classroom, two ‘zoologists’ are appointed each week and have the privilege of walking the dogs and taking them on bathroom breaks. (Rogers accompanies the students on the walks, but they are allowed to hold the leash.)

“We have had many practical life lessons on dog etiquette,” says Rogers, “such as how to approach a dog, the importance of asking a dog’s owner if it’s okay to pet them, etc.”

Amanda Sisk, Co-Lead Upper Elementary Directress/Administrative Coordinator, is considered the veteran of the program, as she has had at least one dog serving as the classroom pet for three years. She echoes the success the other teachers have witnessed.

Her dogs include Tybee, a 3-year-old Labradoodle that has been in the classroom since he was 12 weeks old and received his Canine Good Citizen certification when he was 6 months old, and Moby, a 4-month-old Great Dane puppy. Moby also will undergo the Canine Good Citizen training once he has received all his vaccinations at 6 months old.

Either Tybee or Moby is in the classroom every day. Sisk uses a job responsibility board so the students can keep track of who has which task in caring for the dogs on which day. And make no mistake: these are very popular jobs that give students a sense of confidence and accomplishment.

“When the students found out that I was getting a new puppy, they were so excited and begged me to bring him to school,” says Sisk. “It was love at first sight. So many of the students do not have pets at home, and the experiences they share with the pets in the classroom offer them practical life skills that they are not able to practice elsewhere.”

Sisk notes that many of the students are able to connect with the dogs more easily than with their peers or teachers in the classroom. “This is especially true when we have a new student starting in the classroom. The new student is able to lean on the dog for emotional support, and the opportunity to help care for the dog with other classmates allows them to make connections with those other students more easily.”

Sisk adds that she also has observed children overcome their fears of dogs by being in a safe environment in which they can build their level of comfort gradually. “They are able to watch their peers’ interactions with the dog, see that the dog is following the commands the students are giving him, and slowly build the courage to interact more themselves.”

Similarly, when asked if anything about the dogs’ presence has surprised her, Trewhella-Grant says she wasn’t sure if all the students would enjoy the dogs, but that “even the most timid learned from a distance to appreciate the animals, and they got over any fears. I was just wowed by how joyful the whole process has been for our students. The privilege of having one of the dogs sit with you is such a motivator.”

Perhaps the best testimony comes directly from the students.

Says Jameson: “I like that they are really fluffy, and I get to spend time with them. I like how when I snuggle with them, they give me licks. They make me feel really special!”

“I like that the dogs bring me comfort when I need it,” says Mary Brice of the Lower Elementary program. “Knowing that Sunny or Tate will be in the classroom the next day gives you something to look forward to when you go to school.”

“I like getting to play with the dogs and petting them. They help me learn how to take care of my grandparents’ dogs, “ Addie comments.

All of the teachers reiterate that their dogs are benefitting from being at Five Oaks Academy as much as the students are. Says Sisk: “This is a wonderful experience for the dogs. They receive so much attention and love, become more socialized, and get regular exercise by the students taking them out for walks on the nature trail.”

“My dog has the absolute best time at school. Her favorite thing is to be around other people and show them love. Now, she gets to do that all day long!” says Heisey.

It seems Schulz got it right; it really does all come down to the happiness dogs give us. Calvin, an elementary student, confirms: “I like petting the dogs and they make me happy!”

For Tate, Sunny, Judge, Tybee, and Moby, it’s all in a good day’s work. •

Susan Nichols is a freelance writer living inSimpsonville, SC. Her 30-year-plus mediacareer included time as a B2B magazinepublisher, brand director and editor-in-chieffocused on business and technology issuesfor the global apparel industry. She is agraduate of the University of South Carolinawith a B.A. in journalism.