The importance of having animals as part of a school community....

Shannon with Cornflake

Since 2000 Pinelands North Primary has had a variety of animals at the school. Currently we have Muscovy ducks, 2 rabbits, several rats, a couple of fish tanks, several budgies, a German Shepherd puppy and a neighbour's cat who believes he belongs to us! Children engage with animals before and after school, and during break times, and help us with feeding and cleaning the animals. They learn to take responsibility for the life of an animal and the realisation that an animal relies on us for everything, starts an empathy process in children.

Angela with Sassie and Tyler

The children who benefit most from our animals are those in some distress. Often children who change schools in the years between grade 2 and 6, are those who have had some difficulty with schooling: either because of social issues, or because of learning problems. These children connect very quickly with our animals, and the relationship which develops from this connection, affects all the child's other school relationships positively. Children learn empathy once they have developed a relationship with an animal too, and this relationship then builds bridges between the child and the staff.
One of the first times we realised how important animals were, was when a new boy was throwing a tantrum in the classroom. His teacher noticed the class budgie in the cage close by, was sitting with his head cocked to one side and quietly watching. She told the boy that 'Buddy' was watching the tantrum and suddenly the screaming and antisocial behaviour stopped! This change in behaviour started a very positive process in behaviour change for this child.

Chane with Robert

Animals allow children to learn life lessons. One of the most  poignant times with our animals was when 2 really tame budgies died on one day, after being at the vet. Several grade 3 children had connected very strongly with these budgies and when they died, we spent most of the day counselling, having funerals and meditating quietly on how important they had become in our lives. One of the children who was affected the most by these 2 deaths, came to see me today to tell me that the cross they put up for these birds had been broken, and that he had fixed it for us - this incident happened 4 years ago! 4 years later this child was still remembering these budgies and how important they had been in his life!

Khayan with Lemon

Animals also have become rewards for progress at school. Particularly when children struggle with social interaction, having an animal as the reward for showing positive behaviours has met with great success. Children who struggle with human interaction often don't struggle to form good relationships with animals.
We have also had success in integrating children and animals when children have never interacted with animals before. Suddenly an animal is close but not threatening, and children learn that they can walk past a puppy without being bitten. Children who haven't ever had animals at home learn how to care for an animal in a nonthreatening way.

Kayden with one of our fishtanks 

Raaniyah with Liefie

The most interesting experience for me was one day when we had several teachers and principals visiting our school from the UK. I had about 6 ducklings in an open topped box outside my office in the passage when they arrived. As we walked by, the teachers gasped, and on investigation, I was told that none of them would ever have ducklings in the passage outside their classrooms - they would fear for the lives of the animals! I then realised what a special school I was at - I didn't ever have to fear children and their behaviour with animals. We were getting something right.....something which would positively influence the future of our population in South Africa!