Animals – Wellbeing and Engagement

Policy

This policy sets out requirements for the use of animals in Victorian government schools, as part of the delivery of a variety of animal-assisted wellbeing and engagement programs, including school support animals and animal-assisted therapy.

This policy does not cover school pets or animals used for teaching purposes. Refer to:

• the Teaching with Animals policy for information on teaching with animals
• the School Policy Templates Portal for information and an optional template school policy on Dogs at School (staff login required).

Summary

• All staff must take reasonable steps to reduce foreseeable risks of harm to students when using wellbeing and engagement animals in schools.
• Schools must ensure that 2 staff members are designated responsibility for the care, safety and wellbeing of the wellbeing and engagement animal whilst at school and outside of school hours (including on the weekends and school holidays). In the case of a dog, this will include its trained animal handler. Where appropriate, the wellbeing and engagement animal must be trained by a suitably qualified person before working with students. Refer to the Guidance tab for specific guidance on wellbeing and engagement dogs.
• Schools must instruct students on how to interact appropriately with wellbeing and engagement animals, including when they are eating, sleeping and toileting.
• Schools must ensure the welfare of school-owned wellbeing and engagement animals by providing appropriate food, water, rest and hygiene, and making sure the animal is treated humanely.
• Schools must refer to the guidance chapters on the guidance tab to understand and meet the requirements for having a wellbeing and engagement animal, including requirements relating to procurement, costs and insurance.
• Schools that are considering starting an animal-assisted wellbeing and engagement program may be eligible for an animal-assisted programs grant. Refer to Animal-Assisted Programs: Grant Guidelines for more information.

Details

Animal-assisted programs in schools include:

• school support animals – where an animal is trained to work in a school under the care of a trained handler to engage in goal-directed, structured programs to support student wellbeing and engagement
• animal-assisted therapy – where an animal is used by a psychologist, counsellor or social worker in delivering their professional services to help support the psychological needs of students, for example, equine-assisted therapy or canine-assisted therapy. Animals trained to work alongside qualified health professionals are referred to as therapy animals
• animal-assisted activities – where students participate in activities involving animals for the purposes of student support or environment enrichment, for example, programs where students read to dogs. Activities may involve the engagement of an external organisation.

School pets

School pets are not covered by this policy.

A school pet is any animal kept on school premises or under the control of a school staff member.

Keeping of school pets does not require a licence or Victorian School Animal Ethics Committee approval provided the pet is not used to:

• teach part of the curriculum in science
• engage in structured, goal-directed programs to promote student engagement and wellbeing.

Refer to Teaching with Animals for more information.

Schools may also choose to implement a local school policy on dogs being on school premises. Refer to the School Policy Templates Portal for information and an optional template school policy on Dogs at School (staff login required).

Assistance animals

The use of assistance animals is protected under the Disability Discrimination Act 1992 (Cth).

Assistance animals are defined under the Disability Discrimination Act 1992 (Cth) as animals accredited or trained to assist a person with a disability to alleviate the effect of their disability, and to meet the appropriate levels of hygiene and behaviour which are appropriate for an animal in a public place.

Under the Disability Discrimination Act 1992 (Cth), the Disability Standard for Education 2005 (Cth) and the Equal Opportunity Act 2010 (Vic), schools must make reasonable adjustments for students with a disability to participate in their education on the same basis as their peers. In some circumstances, allowing a student to bring an assistance animal to school may be an appropriate reasonable adjustment. Requests for assistance animals in schools must therefore be considered separately from the above examples.

If a student wishes to bring an assistance animal to school, parents/carers make a request to the principal to seek permission. The principal can lawfully ask a person to produce evidence that an animal:

• is trained specifically to assist a person in alleviating the effects of a disability (for example, guide dogs)
• meets standards of hygiene and behaviour appropriate for a school environment.

Principals must consider a request by a parent/carer for a student with a disability to attend school with an assistance animal on a case-by-case basis.

Definitions

Animal
Any live non-human vertebrate (that is, fish, amphibians, reptiles, birds and mammals including domestic animals, purpose-bred animals, livestock, wildlife).

Animal handler
The person responsible and in control of an animal while on school grounds. If the animal is school-owned, these responsibilities extend to the care and welfare of the animal at all times.

Assistance animal
Animals that are specially trained to perform tasks or functions to help a person with a disability alleviate the effects of the disability, for example, a guide dog.

The Disability Discrimination Act 1992 (Cth) provides the following definition of an assistance animal as a dog or other animal that:

1. is accredited under a State or Territory law to assist a person with a disability to alleviate the effects of disability; or
2. is accredited by an animal training organisation prescribed in the regulations; or
3. is trained to assist a person with a disability to alleviate the effect of the disability and meets standards of hygiene and behaviour that are appropriate for an animal in a public place.

School pet
A school pet is any animal kept on the school premises or under the control of a school staff member that is not used in a teaching activity in science and not used in a structured, goal-directed program to promote student engagement and wellbeing. For example, a pet lizard in the classroom only used for display.

School support animal
Animals that are used to support student wellbeing and engagement. These animals provide comfort and emotional support to a range of students. They do not have the legal status of an assistance animal. Where the animal is a dog, it has been appropriately trained as a school support animal by a suitably qualified person and is under the care of its animal handler while at school.

Other terms also used include emotional support animal and therapy animal. See below for a specific definition of therapy animal.

Therapy animal
Animals that work alongside an allied health handler in a therapeutic setting. For example, an animal that is used by a psychologist, counsellor or social worker in delivering their professional services (for example, canine-assisted therapy or equine-assisted therapy) to help to support the psychological needs of students.

Wellbeing and engagement animal
References in this policy to wellbeing and engagement animals also cover school support animals and therapy animals.

Animals used to support student wellbeing and engagement in a structured and goal-directed manner. These animals do not have the legal status of an assistance animal.

Related policies

• Child Safe Standards
• Duty of Care
• Mental Health Fund and Menu
• Risk Management – Schools
• Students with Disability
• Teaching with Animals
• Working with Children Checks and other Suitability Checks for School Volunteers and Visitors

Relevant legislation

• Domestic Animals Act 1994 (Vic)
• Ministerial Order 1359 – Implementing the Child Safe Standards – Managing the risk of child abuse in schools (PDF)
• Prevention of Cruelty to Animals Act 1986 (Vic)
• Prevention of Cruelty to Animals Regulations 2019 (Vic)
• Victorian codes of practice for animal welfare

Guidance

This guidance contains the following chapters:

• Acquiring and supporting a school-owned wellbeing and engagement animal
• Engaging an external provider for wellbeing and engagement animals
• Training requirements for wellbeing and engagement animals and animal handlers
• Risk and incident management
• Specific requirements for wellbeing and engagement dogs
• Animal welfare
• Communication with the school community and consent
• Biosecurity and hygiene

Acquiring and supporting a school-owned wellbeing and engagement animal

Deciding whether a school-owned wellbeing and engagement animal is appropriate for your school

Acquiring and supporting a school-owned wellbeing and engagement animal is a long-term commitment. When considering whether to acquire a wellbeing and engagement animal, schools must consider:

• the costs associated with acquiring and caring for the animal, including veterinary, equipment and insurance costs
• which staff members would be able to fulfil the animal handler role (which includes caring for the animal after hours, on weekends, public holidays and school holidays) and what training they would need
• whether the animal and breed of animal has the appropriate temperament and is hypoallergenic.

Costs and procurement

Grants

Schools that are considering starting an animal-assisted wellbeing and engagement program may be eligible for an animal-assisted programs grant.

Procurement

Schools must ensure that any purchases related to wellbeing and engagement animals comply with the department’s Procurement – Schools policy.

If schools are considering purchasing a wellbeing and engagement animal, contact the Legal Division at legal.services@education.vic.gov.au for advice on a purchase agreement.

Insurance

Schools should consider whether they want to source pet insurance.

Equipment

Schools must supply the necessary equipment to the animal handler and replace any equipment that is broken, used up or lost.

Legal agreement with animal handlers for school-owned wellbeing and engagement animals

Schools must use the School council agreement – wellbeing and engagement animal handler (school-owned) (DOCX) (staff login required) when entering into an agreement with a staff member to become an animal handler for a school-owned wellbeing and engagement animal.

Staff-owned wellbeing and engagement animal

Schools may permit a staff-owned animal to become a school wellbeing and engagement animal, provided both the animal and owner have completed appropriate training. In this case the owner would be the animal handler, with the option of training another person who could act as an additional animal handler.

Costs and procurement

Grants

Schools that are considering starting an animal-assisted wellbeing and engagement program using a staff-owned animal may be eligible for an Animal-Assisted Programs Grant.

Procurement

The owner and animal must both have undergone appropriate training. This training may be paid for by the school.

Schools must ensure that any purchases related to wellbeing and engagement animals comply with the department’s Procurement policy.

Insurance

The staff member is responsible for any pet insurance, if they choose to obtain it.

Equipment

The staff member is responsible for the general care and costs associated with the animal.

Legal agreement for staff-owned wellbeing and engagement animals

Schools must use the School council agreement – wellbeing and engagement animal handler (staff-owned) (DOCX) (staff login required) when entering an arrangement with a staff member for their animal to work onsite as a school wellbeing and engagement animal.

Engaging an external provider for wellbeing and engagement animals

Schools may choose to engage an external provider or therapist who brings a wellbeing and engagement animal or therapy animal onsite.

Procurement

There are several providers listed on the Schools Mental Health Menu. Those providers form a panel of providers that have been contracted under the department’s standard contract and the terms and conditions have been negotiated by the Department of Education for the benefit of schools. Schools can find further information including the Rules of Use on the department-managed categories page. Before an external provider or therapist is selected to assist with the delivery of an animal-assisted program, schools must complete a thorough check to ensure that the provider is appropriate for the program, has experience working with groups of children and/or young people, and meets the Child Safe Standards. In selecting an external provider, schools may consider:

• the attributes of a provider that position them to best deliver the program (for example, specialisation, experience, location, familiarity with the workings of the school)
• the reputation of a provider
• local suppliers, the use of which is encouraged where value for money can be achieved.

This can be conducted through:

• research via the internet
• consultation with other schools about their experience with providers
• consideration of the school’s previous experience with a provider.

Schools must ensure that any purchases related to wellbeing and engagement animals comply with the department’s Procurement – Schools policy.

Grants

Schools that are considering engaging an external provider to run a wellbeing and engagement animal program onsite may be eligible for an animal-assisted programs grant.

Duty of care

Schools must be aware that school staff still have duty of care for the students, even when they are using external providers.

Insurance

An external provider needs their own liability insurance.

Training requirements for wellbeing and engagement animals and animal handlers

To ensure the safety of staff, students, and animals in a wellbeing and engagement animal-assisted program, animals and animal handlers must have appropriate training.

Ensuring appropriate training

Principals must ensure the training of both animals and animal handlers by suitably qualified trainers before commencement of a wellbeing and engagement animal-assisted program by considering the trainer’s:

• appropriate training qualifications
• provision of appropriate and ethical services
• continuing professional development.

Several training providers are listed on the Schools Mental Health Menu. Those providers form a panel of providers that have been contracted under the department’s standard contract. Schools can find further information including the Rules of Use on the Department managed categories page.

For professional development on how to incorporate safe and effective wellbeing and engagement animal-assisted programs within the school environment, refer to Implementing Animal-Assisted School Programs.

Animal training

Some animals, such as dogs and horses, must have appropriate training to be wellbeing and engagement animals with children and young people.

Wellbeing and engagement animals must be re-evaluated regularly by the animal handler, noting any changes in temperament due to age or illness, to ensure they are still suitable to work in a wellbeing or engagement animal-assisted program.

For specific advice on the training requirements for wellbeing and engagement dogs, refer to the Specific requirements for wellbeing and engagement animals guidance chapter.

Risk and incident management

Schools are encouraged to use a risk register to identify, document, and manage or control risks when implementing a wellbeing or engagement animal-assisted program. This will help define roles and responsibilities for the program and ensure the animal is appropriately trained and cared for. A risk register template for wellbeing and engagement animals can be found in the Resources tab. For more information, refer to the department’s Risk Management policy

Supervision

Wellbeing and engagement animals must be appropriately supervised to ensure the safety of school students and staff, as well as their own safety. Schools must ensure:

• that when an animal is not housed in an animal enclosure (for example, in a chicken coop, stable or hutch), it must be supervised at all times
• that students must be educated on how to behave appropriately around the animal/s both for their safety and the animal’s. This includes instruction on how to interact with the animal when it is sleeping, eating and toileting.

Risk management planning

Staff must take reasonable steps to reduce foreseeable risks of harm to students.

Prior to the commencement of the wellbeing and engagement animal-assisted program, the school is encouraged to use a risk register. This register may then be reviewed throughout the program’s delivery, and where required, amended or updated to ensure all risks are captured.

Responsibilities and processes for managing risks must be communicated to all staff involved in the program.

A risk register template for wellbeing and engagement animals is available on the Resources tab.

Incident management

When faced with an emergency or other incident, for example, staff or student injury, animal injury, or unsafe student behaviour, schools must follow the Managing and Reporting School Incidents (Including Emergencies) policy and guidelines.

Specific requirements for wellbeing and engagement dogs

There are additional requirements and considerations when dogs are used for animal-assisted wellbeing or engagement programs.

Animal handling requirements

Schools and animal handlers must ensure the following requirements are met:

• Dogs must be under the supervision of their animal handler at all times. A dog must not be unsupervised or alone with students.
• The animal handler must be trained to ensure that they have appropriate knowledge of animal handling and animal welfare. This includes knowledge about their specific animal’s breed and character and ability to identify signs of ageing, fear, stress and discomfort. It is recommended that one additional person may be trained to also act as animal handler. No other person can work with students with the dog in their absence.
• The animal handler must monitor the dog’s behaviour for signs of discomfort or stress while at school. To reduce stress, the dog must be provided with regular breaks.
• The animal handler must monitor the dog’s behaviour for signs that it is no longer suited to participating in school-based activities.

Animal welfare requirements for school-owned wellbeing and engagement dogs

Schools and animal handlers must familiarise themselves with the Code of Practice for the Private Keeping of Dogs and ensure that the requirements for dogs are met, including:

• Food: dogs must be fed a diet that provides proper and sufficient food to maintain good health and meet their physiological requirements. In a school context, the animal handler must ensure the dog is not overfed or given inappropriate food by staff or students.
• Water: dogs must have access to clean drinking water. Water containers must be checked daily and maintained in a clean condition.
• Welfare, health and disease: a dog's health and welfare must be checked daily. Veterinary advice must be promptly sought for dogs showing signs of injury, ill health or prolonged distress. Dogs must be treated regularly for internal and external parasites and vaccinated against common diseases.
• Loud events: many dogs are fearful of fireworks and thunderstorms and if the dog is fearful of these situations it must be housed or confined securely during these events to avoid injury or stress.
• Housing: dogs must be provided with a weatherproof sleeping area and shelter from sun, wind and rain. Each dog must have its own sleeping area and food bowl.
• Exercise: dogs need to be given adequate daily exercise

Welfare, health and disease

A handler has the following responsibilities:

• ensuring that the dog receives routine healthcare treatments including:
  • routine veterinarian check ups
  • microchipping
  • vaccinations
  • de-sexing
  • veterinarian dental treatment
  • hygiene services by an appropriately qualified contractor (such as nail clipping, washing and grooming)
• immediately taking the dog to receive appropriate healthcare treatment from a veterinarian if the dog shows signs or behaviours indicating illness or injury.

Animal welfare

Teachers, principals and animal handlers who are involved with the use and care of wellbeing and engagement animals in schools must ensure the welfare of animals in the following ways:

• Schools must ensure that 2 staff members are designated responsibility for the health and wellbeing of the animal. In the case of a dog, this will be its trained animal handler/s.
• Schools must ensure that animals are cared for and managed to meet their physiological and behavioural needs. The animal handler or responsible staff member must have clear processes for the day-to-day management of the animal’s needs, including food, water, rest, toileting and the provision of veterinary treatment.
• The animal handler or designated responsible staff member must ensure that the animal is not overworked.
• Schools must abide by Victoria’s animal welfare codes of practice for the specific animal that they have. Refer to Victorian codes of practice for animal welfare.

Communication with the school community and consent

Schools must provide parents/carers with information about the animal-assisted wellbeing and engagement program, whether it is a whole-of-school program or a class or small group program. Sufficient information must be provided to enable parents/carers to make an informed decision about whether their child will participate.

The school must provide information on:

• the purpose of the animal-assisted activity or program
• the nature of the animal-assisted activity or program. For example, whether the animal is visiting a particular class, working with a select group of students or available for students to visit
• the location of the animal-assisted activity or program. For example, whether it will take place in the child’s classroom, in the school yard or another designated area
• what arrangements will be made for students who do not have permission to participate, such as undertaking a different activity in the same room or in a different location.

The principal must consult with students and parents/carers with health or safety concerns and make appropriate arrangements on a case-by-case basis. For example, addressing a student’s fear of or anxiety around dogs may include working with the school’s wellbeing team to develop a plan to gradually expose the student to the wellbeing and engagement dog in a careful and controlled manner, incorporating positive reinforcement and building their understanding of what to expect.

Schools can decide whether consent is opt in or opt out, based on the nature and intensity of the animal-assisted wellbeing and engagement program. A sample consent form (DOCX) is available for schools to use.

Biosecurity and hygiene

Schools must practise biosecurity measures when working with animals to minimise the adverse impacts of pests and diseases in the environment and the community. This involves implementing effective practices that help prevent the spread of pests and diseases, including good hand hygiene, cleaning tools and equipment with disinfectant, and managing feed, water and waste.

Where appropriate, animals must be groomed, wormed and vaccinated (as evidenced by veterinary certificates).

Visiting animals must be healthy when present on school grounds. If school-based animals (for example, chickens) become unwell, the school must seek appropriate veterinary treatment for them. Schools must keep unwell animals separate from students.

Schools are required to report signs or outbreaks of disease. If schools notice signs or suspect an outbreak of disease in animals or birds, they must notify Agriculture Victoria immediately on the Emergency Animal Disease Watch Hotline 1800 675 888 or contact the school’s local veterinarian.

Resources

Wellbeing and engagement animals risk register

Schools are encouraged to complete the Wellbeing and engagement animals risk register (DOCX) before an animal-assisted wellbeing and engagement program begins.

Wellbeing and engagement animals consent form

A sample wellbeing and engagement animals consent form (DOCX) is available for schools to use with their school community.

School council agreement for animal handlers of school-owned wellbeing and engagement animals

School councils must use the School council agreement – wellbeing and engagement animal handler (school-owned) (DOCX) (staff login required) when entering into an agreement with a staff member to become a dog animal handler for a school-owned wellbeing and engagement dog.

Legal agreement for staff-owned wellbeing and engagement animals

Schools must use the School council agreement – wellbeing and engagement animal handler (staff-owned) (DOCX) (staff login required) when entering an arrangement with a staff member for their animal to work onsite as a school wellbeing and engagement animal.

Dogs in school local school policy template

Schools may choose to implement a local school policy on Dogs in Schools available on the School Policy Template Portal.