Reading to dogs in schools: Misguided fad or effective research-backed intervention?

Reading to dogs (RTD) interventions in schools are increasing in popularity and prevalence. At the same time, educational policy and discourse addressing falling levels of children’s wellbeing and reading development are growing. With RTD suggested as supportive of both wellbeing and reading affect (reading anxiety, confidence and attitudes) (Steel, 2022a; Steel et al., 2021), could RTD fulfil an important role in schools?