People and Animal Wellbeing Services CIC
It's all in the name
Animal Assisted Support vs Pet Therapy Dogs
In recent years, there has been a noticeable rise in the presence of PAT dogs, emotional support dogs and other volunteer-led animal visits within schools, hospitals and care settings. These initiatives are often warmly received and can provide comfort, enjoyment and moments of calm for those involved. As animals become more visible within professional spaces, the language surrounding “therapy dogs” and “animal assisted support” is increasingly used interchangeably. We are therefore taking this opportunity to clarify what we do, how it differs from volunteer-led pet therapy, and why our work sits within the framework of alternative provision and specialist SEMH and mental health support.
Understanding the Difference
When people hear the term animal assisted, it is often confused with pet therapy. While both involve animals and both can be positive experiences, they are not the same.
At PAWS CIC, we deliver structured, goal-oriented Animal Assisted Support (AAS) and Animal Assisted Education (AAE). These are therapeutic, relational interventions delivered by qualified practitioners working alongside their own trained therapy dogs.
This is very different from pet therapy.
Let’s explain why.
What is Pet Therapy
Pet therapy (often called animal assisted activities) typically involves:
-
A volunteer and their temperament-assessed dog
-
Informal visits to settings such as care homes, hospitals or schools
-
A focus on comfort, enjoyment and companionship
-
Benefits linked to hormonal and physiological regulation (e.g. reduced cortisol, increased oxytocin)
-
Pet therapy can be calming and uplifting. It can reduce stress in the moment and provide positive emotional experiences.
However, it is not:
-
Individually assessed
-
Outcome-driven
-
Linked to EHCP targets
-
Structured around therapeutic goals
-
Delivered by a practitioner with specialist qualifications in education, therapy or SEMH support
Pet therapy offers comfort.
Animal Assisted Support offers structured intervention.
What Is Animal Assisted Support (AAS)?
Animal Assisted Support at PAWS CIC is a planned, goal-oriented intervention delivered by a qualified practitioner and their certified therapy dog. The dog acts as a relational bridge; the practitioner delivers the therapeutic work.
Sessions are:
-
Individually assessed and tailored
-
Linked to agreed outcomes (EHCP, SEMH, attendance, emotional literacy, engagement)
-
Recorded and reviewed
-
Adapted responsively to meet the young person’s regulation and presentation.
The dog is not simply present for comfort. The dog is integrated into the intervention.
The practitioner remains clinically and educationally responsible for:
-
Emotional regulation support
-
Building safe, consistent relationships
-
Developing communication and emotional literacy
-
Supporting re-engagement with learning
-
Creating structured experiences of success
Animal Assisted Support in Schools and for Outreach
Crucially, these are not “dog visits.” They are structured sessions with defined aims, overseen by professionals with backgrounds in areas such as counselling; occupational therapy; speech and language support; SEN and neurodiversity; trauma-informed practice; Neuro linguistic programming as well as Education and specialist teaching.
PAWS sessions are therapeutic in nature. The dog supports connection and co-regulation, but the work is structured, intentional and outcome-driven.
What Is Animal Assisted Education (AAE)?
Animal Assisted Education combines therapeutic relational support with structured academic tutoring. The practitioner is qualified or experienced in delivering tutoring support and the dog enhances engagement, not replaces teaching.
This is particularly effective for young people who:
-
Have disengaged from formal education
-
Experience high levels of anxiety in classroom environments
-
Have struggled within traditional teaching models
AAE sessions:
-
Deliver a reintroduction to and confidence in learning
-
May align with the national curriculum, ASDAN or other alternative accreditation pathways
-
Integrate the therapy dog into learning tasks to increase motivation and engagement
-
Support confidence, independence and transferable life skills
Why the Difference Matters
Understanding the difference protects our young people.
Children and young people with SEMH needs, trauma histories or neurodivergent profiles require skilled relational practitioners who can offer clear boundaries, safeguarding awareness and a strong therapeutic understanding. They need support that is structured, accountable and delivered within a professional framework. For many of the young people we work with, consistency and safety are not optional extras, they are foundational.
Pet therapy is valuable in its own right, and can offer comfort, connection and moments of calm. However, it is not a substitute for therapeutic intervention. Where needs are complex, support must be intentional, planned and delivered by appropriately qualified professionals.
At PAWS CIC, our model is professional, outcome-led and safeguarded. All sessions are supervised and embedded within educational and therapeutic frameworks. Progress is monitored, reviewed and adapted in line with each young person’s presentation and agreed goals.
The dog is part of a trained working partnership, not a standalone presence. Together, practitioner and dog form a regulated, responsive and relational team, creating a safe space in which meaningful change can take place.