Fairmont Elementary spotlights therapy-dog program; staff present early data showing improved student regulation
May 21, 2026 | Francis Howell R-III, School Districts, Missouri
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Fairmont Elementary staff presented the district board May 21 with results and plans from a therapy-dog program they launched in September 2024, saying targeted weekly visits help students with emotional regulation and social skills.
Principal Carrie Tharp introduced program organizers Mrs. Tanya Ko (occupational therapist) and Mrs. Marie Trey (educational support counselor) and two therapy-dog teams. Mrs. Ko described the program as part of the school tiered behavior intervention system and said the district uses certified therapy-dog teams through AKC-recognized organizations.
“Interacting with a therapy dog has many benefits… Research shows interacting with therapy dogs improves social aspects such as improved social skills, improved teacher-peer relationships, improved sense of belonging, and improved school function,” Mrs. Ko said during the presentation.
Staff summarized a small pre/post teacher survey focused on emotional regulation and self-regulation for targeted students. They reported a visible shift on their scales toward more consistent emotional regulation and said 25 of 26 participating students rated their group experience positively on a post-survey. Staff also said the program pairs small groups (three to six students) with handlers for weekly one-hour visits and that they are collecting additional data for the current year.
Mrs. Trey said the program originally served students identified for social-emotional needs and this year expanded to include students from essential-skills classrooms. She described classroom activities that blend interaction with the dogs and instruction on the district adopted Zones of Regulation curriculum.
The board and several audience members praised the program. Administrators discussed next steps, including continued data collection, consideration of a full-time facility dog and integrating dog teams into larger school events.
Why it mattered: Presenters linked the program to measurable classroom goals (emotional regulation and social skills) and offered early evidence from teacher ratings and student feedback. The program is positioned as a tiered behavioral intervention rather than an all-school service.
What happens next: Fairmont staff will continue data collection for the current school year, prioritize expansion to additional targeted students, and report back to the board if they pursue a full-time facility dog.
Principal Carrie Tharp introduced program organizers Mrs. Tanya Ko (occupational therapist) and Mrs. Marie Trey (educational support counselor) and two therapy-dog teams. Mrs. Ko described the program as part of the school tiered behavior intervention system and said the district uses certified therapy-dog teams through AKC-recognized organizations.
“Interacting with a therapy dog has many benefits… Research shows interacting with therapy dogs improves social aspects such as improved social skills, improved teacher-peer relationships, improved sense of belonging, and improved school function,” Mrs. Ko said during the presentation.
Staff summarized a small pre/post teacher survey focused on emotional regulation and self-regulation for targeted students. They reported a visible shift on their scales toward more consistent emotional regulation and said 25 of 26 participating students rated their group experience positively on a post-survey. Staff also said the program pairs small groups (three to six students) with handlers for weekly one-hour visits and that they are collecting additional data for the current year.
Mrs. Trey said the program originally served students identified for social-emotional needs and this year expanded to include students from essential-skills classrooms. She described classroom activities that blend interaction with the dogs and instruction on the district adopted Zones of Regulation curriculum.
The board and several audience members praised the program. Administrators discussed next steps, including continued data collection, consideration of a full-time facility dog and integrating dog teams into larger school events.
Why it mattered: Presenters linked the program to measurable classroom goals (emotional regulation and social skills) and offered early evidence from teacher ratings and student feedback. The program is positioned as a tiered behavioral intervention rather than an all-school service.
What happens next: Fairmont staff will continue data collection for the current school year, prioritize expansion to additional targeted students, and report back to the board if they pursue a full-time facility dog.
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