More Than a Classroom Pet: Lessons from The Most Unconventional Teachers

“SpongeBob the Strawberry Elephant”

“John Cena the Sugar Rush Bobby”

“Money Cup”

These are actual name suggestions my sister, a 4^th- and 5^th-grade math and science teacher, sent me as her students prepared to welcome an army of caterpillars into the classroom.

While the names themselves are hilarious (and something that could have only been thought of by a kiddo), the excitement behind them hints at something deeper.  

In the middle of what might have seemed like a simple classroom activity, students were fully engaged: debating ideas, laughing with one another, and taking real ownership over something as small as naming insects.

In moments such as these, the classroom dynamic shifts. Participation becomes more natural, collaboration happens without prompting, and responsibility starts to feel meaningful in ways that go beyond the task itself.

Animals in educational settings can offer more than just a memorable classroom activity. They can help create opportunities for engagement, encourage hands-on learning, and support both academic development and social-emotional growth in the classroom.

Ways to Integrate Animals

The “Classic” Classroom Pet

There are many ways animals can be incorporated into a classroom setting. When you think of animals in schools, traditional classroom pets often come to mind: a guinea pig in the corner of the room, a fish tank, a lizard, or maybe a frog. These long-term classroom animals are typically cared for collectively by students and teachers throughout the school year.

When selecting a classroom pet, educators must consider much more than simply choosing an animal that students might enjoy. Factors such as space requirements, noise levels, habitat and temperature needs, allergies, daily care, and even the animal’s temperament and stress tolerance all play an important role.

The goal is to thoughtfully integrate the animal into the classroom in a way that supports student learning while also protecting the animal’s well-being. For example in some classrooms, a fish tank may provide a calming visual presence, while others may include small mammals that allow students to participate in structured daily care and hands-on observation activities.

Temporary Guests

Animals don’t need to live permanently in a classroom to make an impact. Schools can incorporate animals through temporary experiences such as animal-assisted education programs, zoo outreach visits, lifecycle projects like chick hatching, and seasonal insect terrariums.

My sister has also often used virtual zoo livestreams and her own dog camera at home to help hold students’ attention.

Animal-assisted education programs have become increasingly common, particularly in elementary and special education settings. In these programs, trained animals work alongside educators or other support staff to help with student learning and emotional regulation.

The Animal Humane Society and similar organizations provide educational resources, classroom presentations, and animal-related activities for schools. Humane societies, such as Safe Haven Humane Society, also offer outreach programs that introduce students to animals in structured, supervised settings. Additionally, programs like the Pets in the Classroom grant can provide funding to educators looking to bring in a pet.

These temporary experiences allow students to interact with animals and create meaningful opportunities to learn without requiring the long-term commitment of a classroom pet.

What This Means for the Student

If you have ever had a pet yourself, you likely already understand the comfort and connection it can bring. For students without that experience at home, classroom exposure to animals may provide some of those same feelings.

This idea is not new. The modern development of what is now known as animal-assisted intervention (AAI) is traced back to the 1950s, when child psychotherapist Boris Levinson observed that his dog helped a withdrawn child begin to engage during therapy sessions. Earlier foundations of this thinking can also be seen in the observations of Florence Nightingale, who saw the therapeutic effects of animals on her patients. These early insights helped spark decades of research into the role animals may play in human well-being and what that can mean for students as they grow and learn.

Since then, a growing body of research has examined how animal interactions may influence children emotionally, socially, and academically. Studies suggest that these interactions can help reduce physiological stress responses in children. For example, one study of preschool-aged children during medical examinations found that the presence of a dog was associated with lower heart rate and blood pressure and reduced behavioral distress.

In educational settings, these effects often extend into learning as well. Animals have been linked to increased motivation and confidence, including a literacy-focused study where students reading in the presence of therapy dogs reported higher reading self-efficacy, lower anxiety, and greater willingness to participate in reading activities.

Beyond structured interventions, animals can influence the classroom environment. Simple care and observation often increase student engagement and participation. As seen in the caterpillar example, lifecycle projects can turn a science lesson into something students follow over time.

These interactions support shared responsibility. Students practice patience, communication, cooperation, and empathy while caring for animals. They also learn to recognize signs of stress or discomfort, which may help them better understand boundaries. Routine helps reinforce this responsibility and builds consistency in classroom life.

What this Means for the Animal

While there are many potential benefits for the student, it is equally important to consider the animal's welfare in this relationship. Animals in classrooms can also experience stress, fear, and overstimulation, making their well-being an important consideration.

Not every animal is well-suited for a classroom environment. Noise, unpredictable movement, frequent handling, and irregular routines can all affect animal welfare. In some species, stress may manifest as multiple behavioral changes, such as hiding, withdrawal, reduced appetite, aggression, or repetitive behavior, making it a potential safety concern for all parties involved. Because of this, selecting an appropriate species and individual animal matters just as much as the educational goal itself.

This is why clear protocols and risk assessments are important before introducing animals into schools. Students should be taught appropriate handling, hygiene, and boundaries from the beginning, including recognizing signs that an animal may need space or rest. Teachers also need plans for supervision, habitat maintenance, enrichment, veterinary care, and long-term care during weekends, holidays, and summer breaks.

The Centers for Disease Control and Prevention (CDC) provides recommendations for animals in schools, including sanitation procedures, handwashing practices, and safe habitat cleaning to reduce risks for both students and animals.

As mentioned earlier, research on animal-assisted intervention has shown promising outcomes for students, but researchers have also raised concerns about safety practices and animal welfare standards. Across a range of study methods, findings suggest both benefits and areas that require more consistent oversight.

One systematic review examining AAI programs found a concerning lack of discussion surrounding risk assessment and animal welfare protocols, emphasizing that safeguarding and welfare for everyone involved should remain a priority.

Ultimately, successful classroom animal programs should prioritize the well-being of both students and animals. With intentional planning and consistent, clear welfare standards, these programs can create learning experiences that are both meaningful and responsible. As research in this area continues to develop, clearer guidance on best practices, implementation, and results will likely emerge.

The Bigger Lesson

Maybe “Money Cup” never officially became a caterpillar’s name, but the excitement surrounding those tiny classroom guests points to something meaningful about learning. These moments tend to stay with students in a different way. It’s less about the activity itself and more about how it made them feel and show up in the classroom.

What stands out is how quickly curiosity turns into engagement when students feel connected to what they’re observing and learning. Participation becomes more natural, responsibility feels shared, and learning takes on a different active role in the day-to-day classroom experience.

Animals can help create these kinds of educational environments where connection, curiosity, and responsibility extend beyond a single lesson.

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About the Author

Anna Guilfoyle is a Product Innovation Analyst at BSM Partners. She earned her bachelor's degree in Animal Science with a minor in Pet Food Science from Kansas State University. During her undergraduate studies, Anna supported research in animal welfare and completed coursework in food safety, product development, and pet food processing. She also holds a PCQI certification in human food production.

She has internship experience in companion animal nutrition including formulation and production support across various product types. Anna enjoys blending creativity with science to support innovation within the industry. She is passionate about improving the well-being of animals and has cared for a wide range of species from companion animals to production animals.