Have your ever heard of a school having a therapy dog? Well, Te Manawa ō Pāpāmoa School has one named ‘Roxy’.

After seeing the positive impact of therapy dogs in schools, prisons and older peoples’ care facilities, principal Cath Humphries decided to pitch the idea to her board of trustees.

“We had Roxy assessed to check her ability to be around children,” says Cath. Now Roxy’s happy face lights up classrooms and children’s eyes daily at Te Manawa ō Pāpāmoa School, with her tail constantly wagging.

Cath says Roxy is just about to turn 13. “Now that she’s getting old she’s pretty quiet at school and at home; there’s a lot of sleeping. She’s pretty placid, she always has been.”

Roxy started going to school one day each week, but since becoming a favourite she’s in all the time. “Everyone loves her,” says Cath. “She gets very excited when we get to school. Just as we arrive at school she’s always jumping around the car,” says Cath. “She’s always very tired by the time we get back home.”

Roxy is a Spoodle – a Cocker Spaniel, Poodle crossbreed. Purchased from an Auckland breeder, Cath says Roxy’s breed makes her particularly perfect for the job, with a good temperament and wool instead of fur making her hypoallergenic. “She was born for the role!”

Cath says Roxy – the gentle, lazy dog – has made a difference at school. “The kids respond to her really well. We’ve found a really big difference having Roxy around.”

Younger children a bit anxious about coming to school are often told: ‘Get out of the car – look, Roxy’s here to see you! Do you want to walk Roxy to your classroom?’

“This kind of breaks the separation in the morning from the parent. It gives them [the student] something else to focus on.”

Moreover, Cath believes pets in schools are a great way for kids to settle into school – especially for those with diverse needs. “If children are ever heightened or need to talk things through we always sit them with the dog first and just give them a chance to calm down.”

Children who may be doing the wrong thing, or exhibit escalating behaviour, are sat down with Roxy before teachers talk to them. “They’re always way calmer and able to talk through things.”

Cath says with Te Manawa ō Pāpāmoa, staff take the time to ‘meet and greet’ with each family “and Roxy is part of this process”.

“[Of everyone] 99 per cent absolutely love it {having Roxy in school].” The remaining one per cent, Cath explains “are the kids and parents that are a bit scared of dogs or are unused to being around pets and dogs”. “They eventually warm up to Roxy and become more comfortable around her.”

Cath says having Roxy at school is a point of difference. “I’m heavily involved in learning support – so children with additional needs. For me it’s just one more way of ensuring everyone is calm and happy at school.”

As for Roxy, she’s just happiest with people. “Wherever there is people she will be sat right by them.”