Abstract

Due to increased workload and expectations, academic stress in students has significantly risen over the past years. This study aims to look at how positive relationships with dogs affect stress reduction and academic performance among high school students enrolled in Advanced Placement (AP) classes. To conduct this study, a mixed-methods approach was used, which included quantitative surveys and qualitative interviews with 20 participants aged 14-18. All participants had to be enrolled in at least 2 AP classes. This study used the Monash Dog Ownership Relationship Scale (MDORS), which assessed emotional bonds with their dogs, and the Perceived Stress Scale (PSS), which assessed stress levels, as measures. A strong positive correlation (r = 0.89) was found between high MDORS scores and academic performance, whereas there was a weak correlation (r = -0.174) found between stress levels and academic performance. These results suggest that strong emotional bonds with dogs may lead to reduced levels of stress and increased levels of academic success. While the small sample size limits generalization, the findings support the use of therapy dog programs as a non-intrusive, cost-effective intervention in schools. Future research is needed to explore the long-term effects of strengthening the benefits of canine companionship in academic settings.

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