Calmer classrooms and happier homes.

Innovative, evidence-based, fun sessions through dog assisted learning.

We are here to encourage young people who struggle to engage positively with their world. Our tutor and therapy dog teams support your kids emotional and intellectual growth, enabling them to confidently socialise, collaborate and learn.

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Tutoring with therapy dogs

Tutoring with therapy dogs

Our individualised sessions run by our tutors and therapy dogs, allow students to enjoy learning, with increased participation in the classroom a great result.  Tailored to your child's needs, progress is carefully monitored and successes celebrated. NDIS eligible. 

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Dogs in school programs

Dogs in school programs

Dogs in schools, small group programs create calmer classrooms. Our experienced tutor's act as facilitator's, while students gain a greater insight into their motivation, confidence, emotional regulation and communication through learning activities with the therapy dog.

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School Mental Health Menu to fund animal assisted therapy

School Mental Health Menu to fund animal assisted therapy

School Mental Health Fund Menu is a list of evidence-based programs designed to give schools confidence in identifying programs that will improve mental health and wellbeing outcomes for their students. Our therapy dogs in schools programs will be able to be funded by this initiative. 

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What is Dog Assisted Learning?

Some children have a hard time at school and can struggle with their learning and friendships as a result.  Canine Comprehension support students in understanding their learning process better. A well-trained dog and a tutor will work with an individual or a group throughout a term. Through weekly attendance young people may now have more positive feelings about themselves and school. The presence of a dog can make awkward or tough conversations a little easier because the focus is not on the students. As a result, your child may feel less anxious, more in control of their emotions, or have made some new friends.

Our focus is to:

  • Help them discuss their worries around learning            
  • Learn more about possible triggers                           
  • Learn strategies and develop confidence in managing them               
  • Practice mindfulness techniques                           
  • Assist young people develop interpersonal and social skills, manage their own emotions and develop empathy for others, enabling better connections in their learning environment.

What are your qualifications and experience?

Our Director, Sarah holds a Bachelor as well as a Masters in Teaching.  Sarah writes all of the curriculum and pedagogy documents used in our programs.  She also consults closely with the tutors on educational and classroom management issues.

The Canine Comprehension team is a wealth of knowledge and invested in life-long learning.  We aim to employ from a broad range of educational and social justice backgrounds, such as teachers, social workers, occupational therapists, nursing, counsellors, school administrators.  Our tutors have experience working with young people with various needs and enjoy the challenge of helping a struggling learner connect with their education.  Please see our ‘meet us page’ to learn more about each tutor.

All of our Tutor / AAE dog teams have the highest certifications of Animal Assisted Therapy available in Australia.  Most are trained through Lead the Way Institute and are reassessed annually to maintain certification.  The tutors also have access to dog trainers, who can help them with improving manners, trick training and specific behavior with their working dog.

All of our Tutors hold a current drivers licence, Working With Childrens Check and First Aid certificate.

What do the AAE dogs do in schools or tutoring sessions?

The dogs have many jobs.  Their main goal is to assist young people in calming, connecting and focusing so the tutor is able to do their job more effectively.  A few examples of how we use the dogs are:

  • Mindfulness sessions, where young people learn breathing techniques through watching a snoozing dog.
  • Agility exercises, where young people have to problem solve and effectively communicate to get the dog through the course.
  • Games with the dog, where the young person has to work out stronger and weaker motivators for the dog.
  • Dog body language study, where young people discuss the zones of regulation the dog may be experiencing.

What is the evidence for using a AAE Dog?

ust petting a dog can reduce the petters blood pressure and heart rate (Get Healthy, Get a Dog, Harvard Medical School) and having a pet dog in the home was associated with a decreased probability of childhood anxiety (Gadomski AM, Scribani MB, Krupa N, Jenkins P, Nagykaldi Z, Olson AL. Pet Dogs and Children’s Health: Opportunities for Chronic Disease Prevention).

For kids with anxiety and school refusal the use of the therapy dog as social lubricant cannot be denied (Menzies, 2003; Kogan, Granger, Gitchett, Helmer & Young, 1999; Baker, Pandurangi; Best, 2003).  There are numerous studies citing the benefit of being with a dog, they show that having a dog present will increase a persons likelihood of having positive social interactions with others. (Mallon, 1994; Hart, 2000) Studies where kids are able to take the dog for short walks (Fine, 2000) show improved therapeutic outcomes for clients.  

Studies have shown that learnings and effects from these AAIs can last well into 12 months after the client has worked with the dog (Barker et. al, 2003).  Hanselman (2001) recommends that group interventions with your people should consist of at least10 sessions to make sustained behaviour change.  Kogan, Granger, Fitchett, Helmer & Young, 1999 report that dog training intervention (just like the courses we run) resulted in improved pro social behaviour such as eye contact, smiling and posture and a reduction in negative behaviours.

Canine Comprehension also has their own independently collated research by School Focused Youth Service.  You can find a copy here

Words of Success

I felt the tutor was able to accurately pitch and adjust each session. The group dynamics was well supported by giving individual students positive and constructive feedback. There has been a significant change in the capacity of the students to feel comfortable with each other and the dogs and to be better equipped to understand how they communicate to one another.

We felt that we were very fortunate to participate in this program and hope it can be an ongoing partnership.

- Learning diversity and transition leader, Sacred Heart primary school Fitzroy.

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Associations & Compliance

Animal Therapies Ltd
Dogmanship Training
Business Council of Australia