Grade 5 Students at Helen Gorman Elementary explore social-emotional intelligence with the support of the B.A.R.K. team
There was a ripple of excitement through the hallways of Helen Gorman Elementary as six therapy dogs trotted into Shannon Kirkey-Stead’s Grade 5 classroom, accompanied by their devoted handlers from UBC Okanagan’s B.A.R.K. (Building Academic Retention through K9s) program.
The visit was far more than a feel-good moment—it was a carefully designed lesson in social and emotional learning (SEL). “We’ve been working especially on emotional regulation, observing body language, and reading the room,” explained Kirkey-Stead. “We wanted B.A.R.K. to visit because we knew their unique approach, grounded in research, would resonate with our Grade 5s, offering comfort, connection, and a new way to understand emotions and empathy.”
The four-legged visitors, Golden Retrievers Memphis, Abby, and Dash; Goldendoodles Finn and Chloe; and a wire-haired dachshund named Helen, and human companions, Carla, Alyson, Maureen, Linda, and Jan, supported students as they engaged in a series of thoughtful activities.
During the session, students:
- Practiced respectful introductions with dogs and handlers
- Learned about the importance of body language (both canine and human)
- Participated in a “mindful mingle” to calmly meet and observe different dogs
- Reflected on their experience through gratitude journaling and wrote thank-you cards to the B.A.R.K. team
One of the most impactful outcomes, said Kirkey-Stead, was the emotional shift she observed. “Teaching a canine-assisted SEL session was heartwarming and powerful. The students opened up in ways we hadn’t seen before. The impact was immediate—calm, focused energy, engaged hearts, and a room full of smiles. The dogs didn’t just visit, they helped us teach and grow.”
Student reflections echoed that impact:
- “Being with the dogs made me feel warm and happy inside”
- “During my time with the B.A.R.K. dogs, I learned neat things about kids in my class that I didn’t know before”
- “I’m grateful for the privilege of spending time with the dogs because not all schools get them.”
- “I’m grateful that the dogs helped me and my friends regulate our emotions.”
- “I’m grateful for the B.A.R.K. program and the people for giving up your time when you could have been doing something else.”