Primary School Teacher
Adrian* lives at home with his parents and two older brothers. He has attended our school since Prep.
Adrian has an intellectual disability, as does his eldest brother. Adrian regularly suffered anxiety throughout his school day, particularly when required to follow teacher instructions (transitioning between activities and spaces within the school).
Problem behaviours included absconding from the classroom and meeting sensory needs through destructive / inappropriate use of resources. Though initially apprehensive, Adrian came to enjoy his regular interactions with the dog. During his session and immediately after them, Adrian was substantially calmer and less prone to anxiety and more inclined to follow instructions from school staff.
Adrian has shown some improvements since his inclusion in the program. He is noticeably calmer upon arrival to school and prior to departing in the afternoon. Generally, Adrian is less prone to anxiety and more inclined to follow directions from staff.