Supporting Neurodivergent Children with school dogs
Society and traditional, rigid school systems can often make everyday life challenging for neurodivergent individuals. These systems are typically designed to fit the needs of the majority, leaving children with conditions such as ADHD, dyslexia, dyscalculia, or language difficulties feeling excluded or misunderstood. However, there are many spaces where children with these challenges can truly thrive, especially when provided with the right tools and support.
One innovative and effective way to support neurodivergent children is through the use of a school dog. These specially trained dogs can provide a wide range of benefits:
- Emotional Regulation and Stress Reduction: A school dog offers unconditional companionship, which can help children feel more relaxed and less anxious in stressful environments. This is especially valuable for children with ADHD or language difficulties, who may struggle with emotional regulation. Physical interaction with a school dog—like petting or sitting nearby—can significantly lower stress levels. This contributes to a more positive and supportive learning environment.
- Improved Focus and Motivation: Interacting with a school dog can increase motivation and focus during tasks. For children with ADHD or dyslexia, who may find it hard to stay engaged in traditional learning settings, the presence of a dog can create a more stimulating and enjoyable learning experience.
- Improving Focus and Building Routine
Interacting with a school dog can capture the attention of children with ADHD, encouraging them to focus and follow structured routines. Tasks like walking, feeding, or grooming the dog provide opportunities to develop time management and organizational skills. - Social and Communication Skills: A school dog can help children develop better social skills by serving as a bridge in interactions. For those with language difficulties, practicing communication with the dog can feel less intimidating and more rewarding. A school dog acts as a social bridge, helping children with language difficulties practice communication and collaboration.
- Building Confidence and Self-Esteem: Successfully engaging with a school dog—whether through reading aloud, following commands, or simply spending time together—can give children a sense of accomplishment, boosting their self-esteem. This is especially empowering for children with dyslexia or dyscalculia, who may often face academic struggles. School dogs offer a calming, non-judgmental presence that helps children regulate their emotions and reduce feelings of stress or overwhelm.
- Structured Learning Support: School dogs can be integrated into therapeutic or educational sessions to assist with specific learning goals, such as reading practice for children with dyslexia or math activities for those with dyscalculia. Reading aloud to a school dog creates a safe and judgment-free environment for children with dyslexia or language impairments. This experience helps build confidence, reduce anxiety, and foster a love of learning by allowing children to practice their skills in a supportive setting.
By incorporating school dogs into educational and therapeutic settings, we can create an inclusive environment where neurodivergent children feel supported, valued, and capable. These initiatives remind us that, while traditional systems may present obstacles, there are countless ways to help every child discover their unique potential and thrive.
Neurodivergent......
Neurodivergent children may face challenges in various areas of life. The difficulties associated with different diagnoses can manifest in different ways and sometimes overlap. No one is the same, and that applies to neurodivergent children and adults as well.
Common diagnoses that fall under the term neurodivergent include:
- Autism Spectrum Disorder (ASD) – including autism diagnoses with varying levels of support needs.
- ADHD (Attention Deficit Hyperactivity Disorder) – with or without hyperactivity.
- Tourette Syndrome – often involving tics and sometimes associated with ADHD and OCD.
- Dyslexia – specific difficulties with reading and writing.
- Dyscalculia – specific challenges with numbers and mathematics.
- Dyspraxia (Developmental Coordination Disorder, DCD) – difficulties with motor coordination.
- OCD (Obsessive-Compulsive Disorder) – intrusive thoughts and compulsive behaviors, often linked to neurodivergence.
- SPD (Sensory Processing Disorder) – challenges with interpreting and responding to sensory input.
However, the most important thing is not the diagnosis itself, but receiving the right support to cope with challenges, understand oneself, and develop strategies for navigating life. Knowing how to seek help from others—or support oneself—is key to building a good and fulfilling life<3
Support organizations - guidance and aids
Supporting Neurodivergent Children
Helping neurodivergent children requires access to the right resources, guidance, and tools. Various organizations and assistive technologies play a key role in empowering these children to reach their full potential.
In Norway, among many other organizations, there is a Norwegian Dyslexia Association, which is dedicated to supporting individuals with reading and writing difficulties, math challenges, and language impairments. Their goal is to ensure that everyone facing these challenges has equal opportunities in education and the workforce. Studies show that up to 20% of students leaving school in Norway struggle with reading difficulties—affecting over one million people. Around 5% of the population has specific reading and writing difficulties, known as dyslexia.
There can be many reasons why someone experiences difficulties with reading, writing, language, or math. Poor instruction, low motivation, lack of concentration, or general abilities may lead to delays in these areas. However, dyslexia, dyscalculia, and DLD (Developmental Language Disorder) are specific challenges that cannot be explained by these factors. These difficulties are persistent. With the right support, their impact can be lessened, but they will not disappear entirely. Therefore, students with these specific challenges must be provided with the necessary tools to compensate. They need compensatory tools to succeed. In some cases, trained dogs can be valuable, while in others, aids and digital tools or human support are essential. Different assistive tools can be beneficial in various areas.
Overlapping Challenges and everydag life
Dyscalculia, dyslexia, and language impairments don’t just affect school performance, but is visible in avaryday life. Many of their challenges also overlap with symptoms of ADHD, such as:
- Difficulty concentrating
- Struggling with time concepts and telling time
- Confusing left and right
- Challenges with coordination and motor skills
- Problems with structure and organization
- Trouble understanding abstract concepts
- Memory and word-finding difficulties
- Fatigue in learning situations
- Low self-esteem and motivation
ADHD (Attention-Deficit/Hyperactivity Disorder) is typically characterized by three main symptoms: inattention, hyperactivity, and impulsivity. These symptoms vary in intensity from person to person. Research in Norway shows that around 3-5% of children and adolescents under 18 have an ADHD diagnosis. Among children, boys are diagnosed about four times more often than girls.
The Need for Timely Support
Many impairments and difficulties often become noticeable long before a child is formally diagnosed in school. Unfortunately, many children receive the support they need—far too late. By identifying challenges early, we can provide the right help at the right time, ensuring every child gets the opportunity to thrive.
One of the most important steps in supporting children with learning difficulties is identifying their needs as early as possible. Early intervention through assessments and preventative measures benefits both the child and society as a whole.
Anxiety and School Refusal in Youth
Anxiety and school refusal are becoming increasingly common among young people today. Many students experience significant stress, fear, and emotional challenges when it comes to attending school. These issues can manifest in various ways, from physical symptoms like headaches and stomachaches to emotional symptoms such as overwhelming fear and panic. School refusal is often a result of underlying anxiety, whether it is social, academic, or related to bullying, and it can severely impact a student’s ability to engage in their education.
The effects of school anxiety and refusal are far-reaching, not only hindering academic progress but also affecting a young person’s self-esteem and social development. Without appropriate support, these challenges can persist, leading to long-term mental health concerns. However, research has shown that interventions such as the use of school dogs can have a documented positive impact on students experiencing these issues.
School dogs provide a calming presence, emotional support, and a non-judgmental companion, which can help students manage their anxiety. The presence of a trained dog has been shown to reduce stress levels by triggering the release of calming hormones like oxytocin and serotonin. These hormones promote feelings of relaxation, reduce stress, and enhance mood, making it easier for students to feel comfortable and secure in the school environment. Over time, the school dog’s consistent support can help students develop emotional resilience, allowing them to gradually overcome their fear of school and re-engage with their education.