Bay Area high school turns to therapy dogs to help students cope … visited Carlmont High School in Belmont, California this week to help students relax before finals, organizers said.

The Associated Student Body hosted the event in the ASB classroom, transforming it into a quiet zone designed to reduce anxiety with soft lighting and gentle conversation. Students moved between short sessions with the animals, stroking fur and talking quietly to the handlers while posture and expressions visibly softened. Studies from universities and research institutions have found that brief interactions with therapy dogs can reduce stress among students and may help ease exam-related anxiety.

“I’ve been feeling stressed and under a lot of pressure, knowing finals can change my grade,” said Kaelin Kurt, a Carlmont student. Kurt described the break as a momentary relief from looming tests: “I was excited to see the dogs, especially since I like dogs and could hang out with them for a little while.” With many students sharing similar feelings, the therapy dogs provided a much-needed respite from their academic pressures.

Therapy dog handler Wendy Carmody spoke about why the sessions work for students: “When you’re with a dog, you’re very present in the moment. You’re not worrying about what’s coming up or what you just did. It’s very calming because you start focusing on what’s really important instead of a bunch of worrying, which isn’t productive.” Indeed, the animals are well-socialized and obedience-trained to remain calm and responsive, having met standards similar to those used in common therapy dog certification programs, such as the AKC Canine Good Citizen test, allowing them to thrive in school environments.

Organizers emphasized the calm, comforting energy in the room. Students entered tense but left with eased expressions and quieter voices, a shift underscored by the event’s intentionally low-stimulus setup and the handlers’ guidance on gentle interaction. A well-planned therapy dog program can include goals such as reducing student stress, along with policies on handler certification and dog welfare, which the article highlights as important aspects of implementation in schools.

The therapy dogs—four animals of varying sizes and personalities—were present to provide short breaks for students during review week. The Associated Student Body said the goal was to offer a dedicated space where students could step away from revision and deadlines and focus on a restorative, nonjudgmental interaction.

Students described practical effects from the visit. “I felt stressed and anxious knowing I had a lot to do with finals coming up, but after petting the dogs, I felt more relaxed and relieved. Being in a calm environment with the dogs just made me happy,” Kurt said. This sentiment echoes findings from research, including studies where students who interacted with therapy dogs before exams reported reductions in stress levels.

Handlers and students kept interactions low-key and brief to ensure the animals’ comfort, and the classroom’s soft lighting and gentle conversation reinforced the intention to lower stress rather than create a distraction. The scene matched accounts of similar school-based programs that use animal-assisted interactions to help students manage exam-related anxiety; this growing trend demonstrates a positive impact on student mental health.

Wendy Carmody added a simple observation about the animals’ effect: “They love you no matter what. There’s no judgment and no drama — just comfort.” Students and handlers alike described that acceptance as the core of the sessions’ benefit.

The Associated Student Body arranged the visit as part of review-week activities, offering students an on-campus option to decompress between classes and study sessions. The program’s setup emphasized short, controlled interactions to ensure both student well-being and the dogs’ welfare, contributing to an overall supportive environment.

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