School therapy dog plays a paw-sitive role in student wellbeing

A school therapist of the four-legged variety is lending an ear – and a comforting paw – to students at St Mary’s College.

Millie is the College’s newly accredited school therapy dog, and the only fully accredited school therapy dog in Tasmania.

She officially joins the St Mary’s College staff this month after graduating as a Facility Assistance Therapy Dog through the Tasmanian-based training provider, Care Dogs & Co.

An Old English Sheepdog with a gentle temperament, Millie was first introduced to the student body in 2022 by her owner and handler, then-staff member Heather Collet, and has since become many students’ new favourite classmate, confidant and companion.

Accompanied by Ms Collet, the pooch routinely works on-site with students from Kindergarten through to Year 12, helping to support their wellbeing, reduce stress and anxiety, and boost confidence and engagement in the classroom.

Millie’s primary responsibilities include welcoming students and staff on the first day of school, as well as participating in College-wide events and school Open Days.
She is also available to provide comfort and settle nerves during times of high stress, such as school immunisation days and examinations, and brings a welcome bit of respite from study and regular routine.

Ms Collet said Millie has garnered a devoted following of students since commencing her school therapy dog training as a six-month-old pup.

“Millie just brightens everyone’s day. She brings immeasurable joy to students of every age and is always ready to receive a pat and cuddle,” Ms Collet said.

Studies show therapy dogs make a big impact on childhood education, especially in terms of social emotional learning in young children.

Ms Collet said Millie’s qualifications will enable her to work one-on-one with students in the classroom, as well as attend school-based activities, which sets her apart from other school dogs that have minimal or no formal training or supervision.

Importantly, Millie plays a pivotal role in helping students at St Mary’s College express their feelings and navigate difficult emotions.

“Millie has been specially trained to seek out children in the classroom or playground who may be feeling overwhelmed and need some time and space to self-regulate,” Ms Collet said.
“Simply stroking her long fluffy coat can help a child experiencing these heightened emotions calm down by lowering the stress hormone cortisol,” she said.

“In response, Millie will gently lean on them – a feeling akin to a weighted blanket or cuddling a large teddy bear, which is instantly soothing.”

Having completed her training, Millie will now have the chance to collaborate more closely with the Wellbeing team at St Mary’s College to support the emotional wellbeing of students.
She is also on a mission to teach students key skills such as responsibility, relationships and empathy.

“Millie loves nothing better than a good game of soccer, sitting with the younger students while they read her a story, dressing up for Book Week and, of course, her special treat of a Milk Arrowroot biscuit from the staff room,” Ms Collet said.

To ensure she is compliant and meeting the requirements of her role, Millie will undergo testing every year to maintain her qualifications.

The school therapy dog is just one strategy in place at St Mary’s College to support the overall mental health and wellbeing of students and staff.

The College is this week celebrating Wellbeing Week (Monday 9 September to Friday 13 September).

A full program is planned for the week, with a focus on practical activities and resources that encourage and support positive wellbeing amongst the school community.

St Mary’s College Deputy Principal, Caroline Wilson-Haffenden said young people who are happy, confident and able to establish meaningful relationships are better placed to achieve improved outcomes in their learning.

“The wellbeing of today’s young people has never been so challenging,” Ms Caroline Wilson-Haffenden said.

“At St Mary’s College, our aim is to guide students as they grow spiritually, emotionally and in their social development, so that they become resilient, independent and confident young women who can make a difference in the community,” she said.

“At the heart of this is the College’s Pillars program, which explicitly teaches students the social-emotional skills and competencies required to thrive in today’s rapidly evolving world.”