FAQs
Frequently asked questions
Check out some frequently asked questions about our programs on this page.
Still have a question?
Contact us and we will answer any questions and concerns you or your young person might have. We are here to help you find the best fit for your child.

General Questions
Dog Assisted Learning uses a well-trained dog and a mentor to help students feel more comfortable and supported in their learning. The dog’s presence makes it easier for young people to talk about their worries, learn new strategies, practise mindfulness, and build confidence. Our focus is to help students feel less anxious, manage their emotions, and make positive connections at school.
Our CEO, Sarah, has a Bachelor’s and Master’s in Teaching and creates all our curriculum. Our mentors come from backgrounds in education, social work, therapy, and more. All dog-handler teams hold the highest Animal Assisted Therapy certifications in Australia and are assessed annually. Mentors also have access to ongoing learning and professional dog trainers.
There is growing evidence that Animal Assisted Education can boost student engagement, reduce anxiety, and improve social skills. Research shows that the presence of a therapy dog can make it easier for students to participate, communicate, and enjoy learning. Read more on our Research & Evidence page.
Our dogs help young people calm down, connect, and focus so the mentor can support them better. Activities include:
- Mindfulness sessions (like watching a snoozing dog)
- Agility exercises that build communication and problem-solving skills
- Games to explore motivation and teamwork
- Learning about dog body language and emotional regulation
Our programs are designed to meet diverse needs, including students who are neurodiverse or need extra support. We adapt our approach to suit each group, ensuring everyone feels safe, respected, and included.
Yes, absolutely! We pride ourselves on being flexible and responsive. Our programs can be tailored to meet the unique needs, goals, and context of your school or student group. We encourage you to share any specific requirements or preferences with us, so we can adapt activities, resources, and approaches to best support your students’ learning and wellbeing.
Canine Comprehension welcomes everyone. We embrace diversity and are committed to eliminating discrimination. We welcome people of all backgrounds, faiths, sexual orientations, and gender identities.
We measure the success of our programs using pre- and post-evaluations, feedback forms, and case studies. Before and after each program, we collect data from students, staff, and parents to track progress and assess the impact on learning and well-being. We also use individual case studies and progress reports to provide deeper insights and support continuous improvement. This evidence-based approach helps us ensure our programs are effective, accountable, and responsive to the needs of each school community.
All our therapy dogs are carefully chosen for their calm, friendly, gentle nature and suitability for working with young people. To become part of the Canine Comprehension team, each dog must be at least twelve months old and pass a thorough assessment process with us and the Professional Dog Training Provider “Dogmanship Australia”. We look for dogs who are resilient, adaptable, and enjoy positive interactions with children and adults in busy school environments.
Our dogs and their handlers complete rigorous, ethical, balanced, reward-based training to become certified Animal Assisted Therapy (AAT) teams. Training covers core skills such as obedience, safe public behaviour, emotional regulation, and responding calmly to new situations. We also focus on the dog’s welfare, ensuring work is always enjoyable and stress-free for them.
Handlers are qualified professionals in education, allied health, or social work. They receive ongoing professional development and mentoring, as well as regular skill refreshers to keep standards high. All handler-dog teams must continue ongoing professional development and follow the Australian Code of Conduct for the Animal-Assisted Services Sector (Animal Therapies Ltd, 2024).
As a proud member of Animal Therapies Ltd. and the International Association of Human-Animal Interaction Organizations (IAHAIO), we are committed to the highest standards of animal welfare and ethical practice. A school professional supervises every session, and all interactions are positive, safe, and supportive for students and dogs.
There’s a lot of confusion about the terminology around animal-assisted services, both in Australia and internationally. We use the term ‘therapy dog’ on our website because it’s widely recognised and easy to understand. However, our dogs are specifically trained and certified as Animal Assisted Education (AAE) dogs.
Here’s a quick guide to the main terms you might see:
Assistance animals (sometimes called service animals): Specially trained to support people with disabilities or mental health conditions. For example, guide dogs for the vision impaired. These animals work with one person and don’t interact widely with the public while working.
Therapy animals: Work alongside qualified allied health professionals in therapeutic settings, supporting a range of people as part of structured, goal-directed interventions.
Visition animals: Visit facilities like hospitals or aged care homes to provide companionship and comfort. Their handlers don’t need formal qualifications, but the animals are assessed for suitability and safety.
School support animals / Animal Assisted Education (AAE) dogs: Work in learning settings like schools, involved in structured programs designed to support wellbeing and learning outcomes.
Animal-assisted activities: Informal activities involving animals, such as visits to schools or care facilities, not necessarily run by allied health professionals.
Animal-assisted therapy: A structured, goal-oriented intervention delivered by an allied health professional, with specific treatment plans and outcomes.
Animal-assisted learning: Involves a trained animal and facilitator in an experiential learning environment, helping individuals or groups develop specific skills or strategies.
At Canine Comprehension, we follow guidance from Animal Therapies Ltd. Our dogs and mentors are trained for Animal Assisted Education, supporting learning and wellbeing in schools and community settings.
Yes, Canine Comprehension is able to provide written Records of Specialist Involvement (ROSI) to support your school’s Disability Inclusion Profile (DIP) application. Our team is familiar with the requirements for ROSI documentation and can tailor our reports to align with Department of Education guidelines.
We work closely with school staff to ensure our documentation clearly outlines the goals, actions, and outcomes of our animal-assisted learning programs for individual students. Our ROSI reports include detailed information on the interventions provided, student participation and progress, and our professional recommendations for ongoing support.
If your school requires a ROSI for a student, simply let us know your requirements and any preferred templates. We are committed to collaborating with your team to provide the evidence and information you need for DIP applications.
If you have further questions or would like to request a ROSI, please contact us directly.
Booking Questions
Yes, we’re happy to organise a meeting to discuss our programs and answer any questions. We’re here to support you every step of the way.
Program costs vary. Please see our Pricing page for details, or contact us for specific pricing. for a personalised quote. There are no hidden charges – everything is transparent and communicated upfront.
Once you submit a booking form, we’ll be in touch to confirm the details and schedule your session.
Please take time to read our full bookings, cancellation & pricing policy. Late fees may apply if notice is not given in time.
We understand that unexpected events like school closures or illness can happen. If you need to reschedule a session, just let us know as soon as possible. We’ll work with you to find a new time that suits your schedule and ensure your students continue to receive consistent support. Our aim is to make the process as smooth and stress-free as possible.
Yes, many schools access funding for our programs through wellbeing grants, inclusion funding, or local community partnerships. We recommend speaking with your school’s leadership or wellbeing team about available grants or support. If you need help identifying possible funding sources or preparing an application, please contact us – we’re happy to assist.
Our programs are in high demand. To secure your preferred time slot, we recommend booking at least one term in advance. Many schools book for an entire semester or year to guarantee ongoing support. Early bookings help us plan and ensure we can meet your school’s needs. We’re flexible with invoicing and can fit in with your school’s deadlines.
FAQs for Schools
About the program
You can find detailed overviews of all our programs on our School & Library Programs page.
We operate across Victoria, offering our programs and individual sessions in a wide range of locations to suit the complex learning needs of young people.
Yes, Canine Comprehension is fully insured and compliant with all relevant regulations for working in schools. Our insurance covers both public liability and professional indemnity. All compliance documents, including insurance certificates and Working With Children Checks, are readily available on our Important Information for Schools page. We are happy to provide copies directly to your administration team upon request.
Yes, a supervising staff member must be present for the entire session. This is essential for legal, safety, and child protection reasons, as well as to provide support for students and assist with any school-specific needs that may arise. The presence of a familiar staff member also helps students feel secure and ensures our sessions run smoothly. We cannot proceed with a session unless the required supervision is in place.
Yes, we specialise in tailoring our curriculum to meet the unique needs of each group, including students in mainstream, specialist, primary, and secondary school settings. We understand that every group of students brings its own mix of abilities, backgrounds, and learning styles, and that the transition from primary to secondary school can present additional challenges.
Our mentors adapt lesson plans, activities, and resources in real time, ensuring each session is engaging and relevant for your students.
We also have extensive experience working in specialist schools and with neurodiverse students, those with varied abilities. Our curriculum is designed to be flexible – mentors can modify activities, use varied resources, and adjust timing to suit the group’s pace and interests. We regularly consult with teachers and staff to understand the specific needs of each cohort, and we’re happy to provide individualised support or alternative arrangements as required.
Ultimately, our goal is to ensure every student feels included, supported, and able to participate fully, no matter their learning needs or school environment. If you have particular requirements or would like to discuss how we can adapt our program for your school, we’re always happy to work with you to create the best possible experience.
We understand that every student is unique and some may feel anxious around dogs, while others may have allergies or sensitivities. Our approach is always centred on safety, inclusion, and well-being for all students.
Before any program begins, we ask schools to inform families and staff about our therapy dog visits and to identify any students who may be fearful or allergic. We work closely with school staff to plan for these situations, ensuring every student feels safe and supported.
For students who are afraid of dogs:
- Participation is always a choice. No child is ever required to interact with the dog if they feel uncomfortable.
- We educate students about safe and respectful behaviour around dogs, and offer gradual, supported introductions for those who are interested but nervous.
- Alternative activities or spaces can be arranged so students who prefer not to be near the dog still feel included in the program.
Research shows that, with the right support, some students may gradually become more comfortable around dogs, but we always respect each child’s boundaries and preferences.
For students with allergies:
- We follow strict hygiene protocols, including regular grooming and cleaning of our therapy dogs.
- Sessions can be planned in well-ventilated or outdoor spaces, and we can schedule activities so that students with allergies are not near the dog.
- If needed, we can provide alternative arrangements for students to participate in the program without direct contact with the dog.
As a final precaution, if the student is highly allergic, unfortunately, this may not be the intervention for them.
Programs are usually held in a quiet, private space of at least 5m x 5m where students feel safe and comfortable. Our groups usually sit on the floor, so we appreciate a space cleared of chairs and tables.
An outdoor area can also work well, especially in good weather.
Ideally, the space should be free from distractions and allow students and the dog to move around safely. We recommend a room where students can sit in a circle, with clear pathways for the therapy dog and a designated spot for the dog’s bed, water, and toys.
If your school prefers, we can also use flexible spaces like libraries, wellbeing rooms, or even a shaded outdoor area. We work with you to ensure accessibility for all students, and we’re happy to adjust the setup to suit your classroom’s needs – whether that means smaller breakout groups, quiet reading corners, or station-based activities.
Hygiene is important, so we encourage schools to have handwashing facilities nearby.
Ultimately, our goal is to create a welcoming, safe, and engaging environment that supports both learning and wellbeing for students, staff, and our therapy dogs.
Please let your whole school community know about our visit, especially teachers and caregivers, to ensure a smooth experience. We encourage schools to share the news in newsletters, on websites, or with photos to celebrate the day.
We have resources that may help. Please print them and share them with your community.
Students don’t need to bring anything (except a sense of empathy and fun) we provide all materials.
We know every school has its own unique schedule, priorities, and busy periods, so we work closely with you to ensure our program fits seamlessly into your timetable.
During the booking process, we’ll ask about your school’s preferred days, times, and any important dates or events that might affect scheduling. Our admin team will collaborate directly with your school’s contact person to find session times that cause minimal disruption to core learning and suit your students’ routines. We’re happy to work around recess, lunch, assemblies, or other school commitments.
Once we’ve agreed on a schedule, we’ll confirm all session dates and times in advance. If changes are needed – whether due to school events, staff availability, or student needs – our team is flexible and will work with you to adjust as required. We also send weekly reminder emails to your school contact, keeping everyone updated and ensuring nothing falls through the cracks.
For schools booking multiple groups or sessions, we can stagger times or run back-to-back sessions to maximise efficiency. If you have particular preferences (for example, mornings only, or avoiding certain days), just let us know- our goal is to make the program as easy and stress-free as possible for your staff and students.
Ultimately, we see this as a partnership and value open communication, so please share any preferences or constraints with us. Together, we’ll create a timetable that works for everyone and ensures your students get the most out of the program.
Each session of a program runs for 50 minutes. Programs usually start in week 2 of the term and run for 8 weeks, but we can discuss timing to suit your school.
The 10-student maximum is a deliberate choice to protect the wellbeing, learning, and safety of both students and our therapy dogs. It’s how we deliver the highest quality, most ethical, and most effective programs possible.
Best for Students:
A smaller group allows each student to receive personalised attention from both the mentor and the therapy dog. With fewer students, we can tailor our activities, offer individual support, and respond to each child’s unique needs, whether they require more encouragement, extra time, or specific strategies to participate fully. This approach is particularly important for students who may be neurodiverse, have experienced trauma, or need additional social-emotional support.
Smaller groups also create a safe, calm environment where students are more likely to feel comfortable, build trust, and engage meaningfully with the program.
Ethical for Therapy Dogs:
Therapy dogs thrive in environments that are not overwhelming or chaotic. Limiting group size minimises stress and fatigue for the dog, allowing them to form genuine, positive connections with each student. Our dogs need regular breaks (5–10 minutes every hour) and a manageable number of interactions to maintain their wellbeing. By capping groups at 10, we ensure our dogs can participate happily and safely, following best practice guidelines for animal welfare and ethical animal-assisted education.
If you have more than 10 students, we can offer options like our Dog for a Day programs or School Packages to ensure more students can benefit. Contact us to discuss options.
You can refer a student through our website’s Individual Mentoring Booking section or by contacting our office directly. We’re here to help every step of the way.
On the day
The supervising staff member should meet us either at your school’s reception or the designated session area, depending on what works best for your site. We recommend confirming the meeting point in advance to transition smoothly and start the session on time. If your school has specific car parking directions, sign-in procedures or security requirements, please let us know beforehand so we can follow your protocols.
Preparation is simple. We bring all session materials and manage the set-up ourselves. We do ask that a suitable space is available (preferably a quiet, private room of at least 5m x 5m, or a safe outdoor area in good weather), and that the supervising staff member is ready to meet us at the agreed location. Please inform students and staff about our visit in advance, and let us know if there are any specific needs, allergies, or sensitivities to consider. If your school has any particular sign-in or parking procedures, please share these details ahead of time so we can make arrival and set-up as smooth as possible. These resources may help.
If a student arrives late, they should quietly join the group, following guidance from the supervising staff and mentor. If a student needs to leave early, they should let the supervising staff know beforehand so the session can continue smoothly. We understand that school life is busy, and are flexible, our mentors will help ensure transitions are calm and the session remains focused for all participants.
We welcome schools to document our visits for newsletters or social media, but ask that you seek permission from both Canine Comprehension and families before taking or sharing any photos or videos of students. Please let our mentor know if you’d like to take photos so we can help manage this respectfully and ensure everyone’s privacy and comfort.
In the event of an emergency or evacuation, we follow your school’s emergency procedures. Our mentors should be briefed on evacuation routes and will ensure the therapy dog is safely secured and moved with the group. We work closely with school staff to keep all students, staff, and the therapy dog safe..
After the Program
We highly value feedback from schools, students, and families as it helps us continually improve our programs. At the end of each term, we invite you to provide feedback through easy-to-complete forms available on our website, or you can contact us directly via email or phone. We also welcome feedback from students and staff during or after the program, and regularly consult with schools to ensure our offerings remain responsive and inclusive.
As part of our follow-up, we provide progress reports for each participating student. These reports are designed to communicate key achievements, areas for growth, and overall progress to both teachers and parents/guardians. They help keep families informed, support early intervention if needed, and encourage collaboration between home and school. If you wish, we can also supply a summary or letter for you to share with parents/guardians outlining the program’s aims, activities, and outcomes.
Yes, absolutely. If you feel your students would benefit from a follow-up visit, please let us know – our Dog for a Day or Dog for half day options are a great way to reconnect.
We offer a range of other options, including additional group sessions, library programs and individual mentoring to reinforce key learning and maintain positive outcomes. Our admin team will work closely with you to schedule support that fits your needs.
The therapy dog mascot is a special keepsake for your school or class. It serves as a reminder of the visit and the well-being strategies learned. Students can use the mascot as a conversation starter, for mindfulness activities, or as a comfort object in the classroom. We encourage schools to incorporate the mascot into ongoing wellbeing routines.
We take privacy seriously. All student information, feedback, and evaluation data are handled in line with our strict privacy policy and relevant Australian privacy laws. Data is stored securely, only accessed by authorised staff, and never shared without consent.
We love hearing about your experiences and celebrating student successes! You can share testimonials, feedback, photos (with appropriate permissions), or stories with us. With your consent, we may feature these on our website, social media, or in newsletters to inspire other schools and families. Simply complete our Feedback Form or email admin@caninecomprehension.com.au and share your experience.
Booking again is easy. You can go straight through to our website’s booking form. If you’d like to refer another group or discuss a tailored package, our admin team is ready to help you find the best option for your school community.
Individual Mentoring FAQs
About the program
Sessions can take place in a range of locations, including schools, community centres, or even at home – wherever the young person feels most comfortable and secure.
If sessions are held at a school, please let the school know the session details in advance, including the date, time, and that a therapy dog will be present. This ensures the school can make any necessary arrangements, such as providing a suitable space and informing relevant staff. Our goal is to make the process smooth, respectful, and stress-free for everyone involved.
Therapy dog-assisted mentoring is a personalised support service where a trained mentor and therapy dog work together to help young people build emotional resilience, social skills, and school readiness. During sessions, the therapy dog helps create a calm, welcoming environment. The dog’s presence can reduce anxiety, encourage positive engagement, and make it easier for students to participate in enjoyable, meaningful activities. Depending on the individual’s needs, sessions may include mindfulness, communication games, reading support, or simply spending quiet time with the dog. Our approach is always tailored, compassionate, and evidence-based.
Each individual mentoring session lasts for approximately 50 minutes. Current pricing and program details can be found on our Individual Mentoring page.
All costs are clearly communicated upfront – there are no hidden charges. We believe in transparency and making our services accessible and straightforward for families.
Referrals are simple. You can refer a student for individual mentoring through our website’s booking form or by contacting our office directly. We’re always happy to discuss the best support options for your young person and guide you through the process.
Your young person doesn’t need to bring anything specific – we provide all materials and resources needed for the session. Just bring an open mind and a willingness to participate!
Absolutely. Every session is adapted to suit the unique strengths, interests, and needs of the individual. We have extensive experience supporting neuro-diverse young people and those with a range of learning, social, or emotional needs. Our mentors use a flexible, strengths-based approach to ensure every student feels included, supported, and empowered.
Your child’s well-being is our priority. If a young person is afraid of or allergic to dogs, we’ll discuss this with you in advance and develop alternative arrangements. This may include scheduling sessions without the dog, using extra hygiene measures, or gradually introducing the dog in a safe and supported way, always respecting the young person’s comfort level and preferences.
It’s important to inform all relevant parties – such as teachers, caregivers, and the young person’s care team – about the mentor and therapy dog visits. Clear communication helps ensure everyone is prepared, supports consistency across settings, and allows us to provide the most personalised, effective support possible. These resources may help.
Parents or guardians need to be close by, but do not need to be involved during the session, they are welcome to stay if it helps the young person feel more comfortable. We do ask that a parent or guardian remain within calling distance, just in case we need you. For everyone’s safety, mentors and therapy dogs are never left alone with a young person.
A quiet, private space of at least 5x5m, where the student feels safe and at ease is ideal. We aim to create a supportive and adaptable environment.
On the day
We will arrive a few minutes before the scheduled session to allow time for setting up and settling the therapy dog. This helps us start promptly and ensures the environment is calm and welcoming. If the young person is running late, please let us know as soon as possible – either by calling or emailing our office. We understand that unexpected delays can happen and will do our best to accommodate. If a delay is significant (over 30 minutes), please be aware that the session may be forfeited and full fees may apply, as outlined in our service agreement. Our aim is always to be flexible and supportive, so communication is key.
All you need to provide is a quiet, private space – ideally at least 5×5 metres – where the young person feels comfortable and safe. We take care of all session materials, set-up, and pack-up, including everything needed for the therapy dog. If weather permits and you have access to a suitable outdoor area, let us know and we can use that space as well. Please ensure that a parent, guardian, or school representative is within calling distance during the session, as mentors cannot be left alone with the young person. This helps us maintain a safe, respectful, and enjoyable experience for everyone involved.
We understand that new experiences can sometimes feel overwhelming. Our mentors take a gentle, flexible approach, allowing the young person to settle in at their own pace. We begin each session with a warm welcome and simple, low-pressure activities, giving space for the young person to observe or participate as they feel comfortable. If needed, we can introduce the therapy dog gradually or start with conversation and mindfulness exercises. There is never any pressure to engage before the young person is ready; we prioritise building trust and confidence above all else.
Safety and well-being are our highest priorities. Sessions are always supervised by a parent, carer, or school representative – mentors are never left alone with a young person. Our therapy dogs are professionally trained and regularly assessed for temperament and suitability. We maintain strict hygiene, provide the dog with regular breaks, water, and a designated rest area, and monitor their comfort closely. Students are taught how to interact respectfully with the dog, and we accommodate any allergies, phobias, or special requirements. Our mentors are trained in child safety standards, and we follow all Canine Comprehension policies and procedures to ensure a safe, supportive environment for everyone.
We understand that unexpected things can happen. If you need to cancel or reschedule, please notify us as soon as possible – ideally with at least 24 hours’ notice, as per our service agreement. Cancellations made less than 24 hours before the scheduled session, or if the young person arrives more than 30 minutes late, will incur the full session fee. To cancel or reschedule, simply email admin@caninecomprehension.com.au or contact our office. If we ever need to reschedule due to illness or unforeseen circumstances, we’ll communicate with you promptly and arrange a new time that suits your family.
After the Program
We provide a progress report after each session commenting on your child’s experience in the session and how our activities relate to their learning goals. Our goal is to continue supporting your child’s growth and development./guardians informed about their child’s progress.