Jenny Phillips currently works as a teacher and has qualifications in Farm and Animal Therapy and an MA in Inclusive Education, specifically focusing on the therapeutic use of animals with children who have SEN to help education, development, growth, health and wellbeing. Jenny has previously worked as a paediatric/neonatal nurse and SEND practitioner, and as a lecturer in Child Health at Middlesex University.Dawn Newman is a communities engagement and membership professional with a background in project management and employability, and an MSc in Digital Journalism. She previously worked for NCFE, where she was responsible for the systems, strategy and forward direction of CACHE Alumni, a membership organisation for care, health, early years and education.

• About the Authors xiiiAbout this Book: How to Use this Guide xvi1 The Educational Power of Animals 1The Heart of Animal-Assisted Education 1The Holistic Benefits 4Understanding the Sensory Connection 4Theoretical Foundations 5Emotional and Social Development 8Cognitive and Academic Skills 9Sensory and Physical Benefits 11Behaviour and Wellbeing 12Example Use Cases for Cross-Curricular Integration 12Mathematics 12Science 12Language Arts 12Physical Education 122 Animal Therapy in Action: The Psychological Power of Animals in Education Settings 15Regulating Emotions Through Animal Interactions 15How Animals Help Children Feel Safe, Seen and Ready to Learn 15Regulating Emotions Through Animal Interactions 17Therapeutic Application Focus 17Animal-Assisted Therapy in Action 17Animals in Emotional and Physical Therapy 21The Therapeutic Impact of Fur, Scales and Feathers 22Lessons from Dementia Care Practice 23Substance Dependence Syndrome Treatment 24Skunks and Schizophrenia 25Animal Support in Narrative Therapy 26A Bridge to Connection 273 Introducing Children to Animals and Farm Therapy (A Process) 29Laying the Groundwork 29Understanding Your Goals 29Bringing the Vision to Life 31Choosing the Right Animals 31Step by Step 36Designing Ethical, Effective Animal-Assisted Provision 36Matching Provision to Children’s Needs 37Start with Why 40You Don’t Have to Do It All at Once 40Prep and Parents 40Preparing Children for Animal Companions 42Creating Safe Spaces for Learning with Animals 42Building Routines 44Maintaining the Environment 45Animal Introductions Checklist 49Intention and Planning 49Preparing Children and Staff 50Environment and Practical Set-Up 51Routine Building and Integration 52Whole-School Culture and Celebration 53Keeping the Theory in Mind 55Reconnecting to Purpose 55Holding on to Your North Star 55Using OKRs to Stay on Track 55Scope Creep 56Mission Creep 56Remember Why You Started 574 Risk Assessing Animal Interactions 58Starting Your Risk Assessment 59A Chance to Reflect 60Putting It All Together 62What Are the Hazards? 62Adding Controls 63Reviewing Risk Levels 64Filling in the Blanks 65Incorporating Feedback 66Thinking Through the Risks Checklist 67Setting Up for Safety Checklist 68Avoiding Burnout Checklist 695 The Boring Stuff: Business Casing, Planning, and Overcoming Objections in an Educational Setting 70What Is a Business Case? 70The Principles of a Business Case 711. Delivering Value Quickly 712. Iterative Learning 713. Learner-Centred Outcomes 714. Flexible Funding 71Scoring Your Case – Before You Submit 72Rough Business Case Scorecard 72How to Use Objections 72Building Your Business Case 74A. Executive Summary 74B. Objectives 74C. Benefits 74D. Options Considered 76E. Costs and Financial Plan 79F. Risks and Mitigations 81G. Project Plan 81H. Conclusion and Call to Action 826 Farm School Is Open! Now What? 83Riverside Education: A Whole-School Approach to Animal-Assisted Learning 83Background 83The Challenge 84Approach 84Integrating Learning with Practicality 85Making Real Progress 85Challenges 85A Whole-School Approach 86Results and Impact 86Learning Through Practice 87Lessons Learned 87Emzi Mills-Frater: Building an Animal Education Centre 88Background 88The Challenge 88Approach 89Inclusive, Practical Education 89Strategic Relationships 90Strong, Values-Driven Team Culture 90Results and Impact 92Lessons Learned 92Lesley Forrester: Northern Animal Assisted Therapies and Activities (NAATA) 93Background 94The Challenge 94Approach 95Responsive, Child-Led Practice 95Strategic Practice and Safeguarding 97Results and Impact 97Lessons Learned 98Jayne Haigh: Goxhill Meadows Hearts and Minds 99Background 99The Challenge 100Approach 100Trauma-Informed and Child-Led 100Relationships First, Paperwork Second (But Not Forgotten) 101Results and Impact 102Lessons Learned 103Jenny Phillips: Starting from Scratch 104Background 104Approach 105Child-Led Interaction 105Sensory Learning 105Never Assume 106Lessons Learned 106Ryan Perry: A First-Generation Farmer with a Passion for Rare Breeds and Public Service 107Background 107The Challenge 108Space Costs Money – But So Does a Lack of It 109Approach 110Conservation and Education 110Exploring Opportunities 1 1 1History and Culture 1 1 1Curriculum Links 1 1 1Results and Impact 112Lessons Learned 113Josh: Noah’s ART 113Background 113The Challenge 114Approach 115Animal-Assisted Therapy, Rooted in Evidence 116Confidence, Not Compliance 116Results and Impact 117Lessons Learned 117Evidence-Informed, Person-Centred Support Works 117The Power of Non-Verbal Communication Shouldn’t Be Underestimated 118Quality Comes from Structure and Care 118Small Steps Lead to Big Change 118Cedars School, Gateshead: Animal-Assisted Wellbeing Interventions 119Background 119The Challenge 120Impact 120Lessons Learned 120Matthew Colley: A School-Based Pracademic 121Background 121The Challenge 12 1Approach 122Focus and Empathy 123Trauma-Informed Practice 123Challenges 123Results and Impact 126Lessons Learned 1267 No Room? Don’t Worry! Ways to Incorporate Animal Learning Without Animal Care Responsibilities 128Animal Imagery and Visual Learning 129Simulations and Role-Playing 1 3 1Virtual Tools and Tech-Based Learning 1 3 1In Focus – Real-Life Examples 132Postcards from the Hutch – A Preschool Letter-Writing Adventure 132The Reading Tree – A Storytime Adventure with Animal Friends 133Animal Celebration Day – A Day of Learning and Laughter 134Chickens and Creativity – Making Observation Tangible 135Canines, Coffee and Curriculum – A Tail-Wagging Study Support Event for PaediatricNursing Students 135On the Farm – Exploring Animal Therapy in Paediatric Care 1368 FAQs and Troubleshooting 140General Questions 140Best Animals for Different Settings 1 4 1Common Issues and Troubleshooting 142UK Law and Legal Considerations 142Key Legislation 142The Five Welfare Needs (Animal Welfare Act 2006) 143The Performing Animals (Regulation) Act 1925 143What Hooks Could Be Used in Lessons or Therapy to Capture Interest? 143Further Resources (UK) 1449 Finding (or Inventing) Your Own Career Path with Children and Animals 145Matthew Colley 146Animals Came First 147‘I Don’t Want to Be a Teacher’ 148Abide Zenenga 150From Research to Riverside 151Jenny Phillips 153Bibliography 157Index 160