Exploring the psychological impact of dog-assisted visitation programs on university students’ mental health and well-being: A qualitative analysis from multiple perspectives

Abstract

This study explores the effects of dog-assisted visitation programs on university students’ mental health, incorporating the perspectives of students, dog handlers, and therapists. With rising levels of stress and anxiety among students, there is increasing interest in alternative support options such as animal-assisted interventions (AAIs). While prior research has shown that interacting with therapy animals can lower cortisol, improve mood, and foster social connection, further insight is needed into the mechanisms behind these effects and the ethical considerations of using therapy animals on campuses. Using a qualitative method, this study conducted focus groups with student participants and dog handlers who are also therapists. Thematic analysis revealed that dog-assisted interventions reduce stress, promote relaxation, and offer emotional comfort—particularly for socially isolated or academically distressed students. These interactions were seen as a valuable supplement to traditional mental health services, providing non-judgmental support distinct from human interactions.

Therapists and handlers emphasized the importance of therapy dog welfare, sustainable program design, and matching dogs to student needs. They noted that student preferences varied—some benefited from energetic dogs, while others preferred calm, passive ones—highlighting the need to personalize programs.

The study aligns with existing research on the psychological benefits of human--animal interaction, such as decreased anxiety and loneliness, and increased oxytocin and serotonin levels. It also underscores ethical considerations, including proper training, animal well-being, and the long-term viability of such programs. By capturing both student and handler experiences, the study highlights the multifaceted value of dog-assisted programs in higher education. It calls for future research on long-term impacts and individualized therapy approaches, taking into account personal factors such as pet ownership history and attachment styles. These findings support the thoughtful integration of dog-assisted interventions as a complement to campus mental health services.