Well-Being and Human-Animal Interactions in Schools: The Case of “Dog Daycare Co-Op”

This study draws on Martha Nussbaum’s (2000) account of the nature of human wellbeing in order to explore the role of animals in formal education settings. Nussbaum’s capabilities approach identifies the ability “to have concern for and live with other animals, plants and the environment” (p. 80) as a necessary component for well-being. Yet, this condition of well-being remains largely unexplored in education despite research that suggests many potential social and health benefits of dog-human interaction. This paper describes the effects of a unique, Canadian school-based cooperative education program in which students work with animals for high school credit. The qualitative research design is based on interviews, students’ own stories of the impact of animal interaction – particularly in light of other challenges they faced academically and socially. Research results, support other empirical accounts of positive effects of animals in education settings, and offer insight into the nature of human-animal interaction as a component of well-being within a vocationally-oriented program.