Your weekly round-up of news, research, and practice from the world of animal-assisted learning — curated for teachers, SEND practitioners, and AAT/AAL professionals.
This Week in Brief
This week’s research roundup brings three genuinely new studies on animals and neurodivergent individuals: a cat–human interaction study exploring psychological well-being in autistic and ADHD adults, a SAGE review of dog-assisted interventions for children with autism, and a systematic review from Pediatric Research on dog ownership and neurodevelopmental outcomes. On the UK practice front, a new guide to animal-assisted psychotherapy offers a useful public-facing resource, while a trio of farm-based learning stories documents the growing momentum of agricultural education in UK schools — from a Farmers Guardian feature on a “quiet revolution” to Northumberland’s new Agriculture BTEC. Hartpury University’s MSc in Animal Assisted Counselling and Psychotherapy is highlighted as a continuing benchmark for UK professional standards. In welfare, the RSPCA’s formal guidance on keeping animals in schools is worth revisiting as a counterweight to uncritical enthusiasm for resident school animals.
🐾 Animal-Assisted Learning & Intervention
Research, best practice, and new programmes from across the field.
⭐ Cat–Human Interaction as a Psychosocial Resource in Autism and ADHD
Behavioral Sciences (MDPI) | 2026
A new study explored cat–human relationships and psychological well-being in 127 adults — including those formally diagnosed with autism, ADHD, and co-occurring presentations. It’s a welcome expansion beyond the dog-centric research base, examining engagement patterns, risks, and well-being outcomes. The inclusion of adults and co-occurring diagnoses makes this a particularly useful addition to a field that has historically focused on children and single diagnoses.
Dog-Assisted Interventions for Children and Adolescents with Autism Spectrum Disorders
SAGE Journals | 2026
A new SAGE publication examines dog-assisted interventions as a complementary measure to conventional therapy for autism spectrum disorders, finding growing evidence for their role in improving quality of life and everyday coping. The paper highlights increasing clinical interest in AAI alongside — rather than instead of — established therapeutic approaches. Relevant for SEND practitioners making the case to multi-disciplinary teams.
Dog-Ownership and Paediatric Neurodevelopmental Disorders: Systematic Review
Pediatric Research (Nature) | 2026
A systematic review in Pediatric Research examines the relationship between dog ownership and outcomes for children with neurodevelopmental disorders. By looking at dogs in the home rather than only formal intervention settings, it broadens the evidence base and adds nuance to conversations about ambient versus structured animal contact for neurodiverse children and young people.
🐕 Therapy & Visiting Animals in Schools
Schemes, case studies, and news from the UK and beyond.
Animal Assisted Psychotherapy in the UK: A 2026 Guide
Therapy with Ben | 2026
A new practitioner guide to animal-assisted psychotherapy in the UK covers what it is, how it works, ethical considerations, and how clients can access a qualified practitioner. The guide highlights that access to quality AAT in the UK remains uneven, and that it can be difficult for the public to distinguish thoughtful, welfare-conscious services from those relying on “the appeal of animals without enough structure.” A useful resource to share with parents, governors, or commissioners asking questions about animal-assisted work in your setting.
🐄 School Farms & Farm-Based Learning
Projects, policy, and examples from across the UK.
⭐ “A Quiet Revolution”: Farming Into UK Schools
Farmers Guardian | 2026
A feature in Farmers Guardian documents a quiet revolution happening across UK classrooms and farmyards, with teachers planting food with students and farmers opening their gates for school visits. The piece frames this as an organic movement driven by individual teachers and landowners rather than top-down policy — but one gaining real momentum. A positive story about lived practice worth amplifying.
School Launches Agriculture BTEC to Inspire Future Farmers
FarmingUK News | 2026
Longridge Towers School in Northumberland has launched a new Agriculture BTEC as part of its Sixth Form curriculum, explicitly aiming to help young people explore careers in modern farming. This is an interesting model for secondary-level engagement with farm-based learning, framing agricultural education as both vocational and aspirational.
Royal Highland Educational Trust: 70,000+ Children Connected with Farming Annually
Royal Highland Educational Trust | 2025–26
RHET continues to connect over 70,000 children and young people each year with farmers through free resources, teacher training, and farm visits across Scotland. The 2025/26 academic year has seen new learning content around The Story of Vegetables. RHET’s scale and reach make it one of the most significant farm-based learning providers in the UK — and a useful benchmark for what a well-resourced, curriculum-linked programme looks like.
🌟 SEND & Specialist Provision
Animal-assisted approaches supporting pupils with special educational needs and disabilities.
This week’s SEND-relevant findings are in the research roundup above. The SAGE article on dog-assisted interventions for children with autism and the Pediatric Research systematic review on dog ownership and neurodevelopmental disorders both have direct implications for SEND practitioners — particularly those working to build an evidence base for existing or proposed AAI provision in school settings.
🎓 Adult & Further Education Settings
Animal activities and AAI training in non-school contexts.
Hartpury University: MSc in Animal Assisted Counselling and Psychotherapy
Hartpury University | Ongoing 2025–2026
Hartpury University in the UK continues to offer its MSc in Animal Assisted Counselling and Psychotherapy — one of the few postgraduate qualifications of this kind in the country. The programme covers theoretical knowledge, core competencies, and practical application of animal assisted services, and has become a reference point for UK professional standards in the field.
⚠️ Poor Practice & Welfare Concerns
Critical examples and concerns worth being aware of as a practitioner.
RSPCA Position: Keeping Animals in Schools Can Cause Significant Distress
RSPCA / HFL Education Guidance | Ongoing
The RSPCA’s formal position — that it strongly discourages keeping animals in schools because doing so can cause the animal significant distress — continues to be widely referenced in practitioner guidance. As resident school animals become more popular, this position is an important counterweight to uncritical enthusiasm, and a reminder that animal welfare must always sit alongside child benefit in any AAL framework. The HFL Education guidance page pulls this together usefully for school leaders.
Briefing compiled week of 29 June 2026. Sources searched include MDPI Behavioral Sciences, SAGE Journals, Pediatric Research (Nature), Farmers Guardian, FarmingUK News, Royal Highland Educational Trust, Hartpury University, HFL Education, and RSPCA. Have a story or research to share? Get in touch.