Schools are constantly looking for ways to promote student well-being, especially as stress and anxiety continue to rise among teenagers. While other schools in District 203 have already taken steps to address this, Naperville Central remains one of the few schools without a therapy dog program. Other schools implement furry assistants, so it raises a question: why hasn’t Central followed suit?

Scientific research proves that interacting with trained therapy dogs physically alters brain chemistry, increasing levels of dopamine and serotonin while lowering cortisol. A study published in AERA Open (2019) by researchers at Washington State University found that petting a dog for just 10 minutes can significantly reduce cortisol, the body’s major stress hormone.

Unlike a counselor or a peer, a dog provides non-judgmental emotional support whenever needed. Students who are more distant, shy, or unwilling to open up to their counselor can instead relax their worries with a support dog. Research cited by Pet Partners and the Pet Care Trust highlights that dogs act as “social catalysts.” In a school environment, dogs act as effective icebreakers, encouraging shy or withdrawn students to interact more with their peers and teachers. This helps break through the avoidant behavior common in those who need support, especially teenagers, making them much more likely to open up about their challenges.

Furthermore, supportive animals can directly improve a student’s cognitive skills. According to the National Institutes of Health, a dog’s presence in an educational setting can enhance functioning abilities such as increased focus, memory and time management abilities by hindering anxiety. The National Library of Medicine explains that dog-human interactions cause an increase in oxytocin, a stress-relieving hormone that brings feelings of “secure contentment.” Dogs are dependable, non-judgmental motivators that help students engage more deeply with their work and reduce anxious behaviors, which fosters a more stable environment. With an increase in concentration and emotional stability, Central will likely see improved student well-being and grades.

Of course, bringing animals into a school requires vigilant planning. Concerns regarding allergies, phobias and hygiene are valid. However, these are hurdles, not blockades. By establishing “dog-free zones” that keep the dogs in a mindfully chosen remote area (like a room in student services) and specifically acquiring hypoallergenic dogs, Central can maintain necessary health standards instead of wholly rejecting the therapy dog experience. Establishing an area specifically for therapy dogs will also give workers a chance to tend to the dogs more easily, instead of having to manage them school-wide. That will mitigate risks to student well-being.

As for the cost, there are notable expenses related to caretaking and certification. However, investment in student well-being is priceless. Central has prioritized funding for technology and extracurriculars, so costs towards mental health and student well-being should be equally prioritized.

Ultimately, the question is: why is Central behind? If therapy dogs are benefitting other schools in our district, such as Steeple Run Elementary as well as Naperville North,why hasn’t this been addressed? If Naperville Central prides itself on academic and athletic excellence, doesn’t the lack of fluffy utility hurt its image? 

Central claims and aims to be a school that provides support to students. If we are serious about that commitment, we need to look at the research as well as outcomes in other schools. We don’t need therapy dogs just because they are adorable. We need them because they are a proven, effective support for fostering a healthy and productive school climate. So Central, go fetch, and come back with what students deserve.