ABSTRACT
Over recent decades, the concept of impact has gained considerable attention in education as policymakers and schools themselves want to know whether interventions are worthwhile. This chapter focuses on what impact means in relation to canine-assisted education. It describes the various ways in which researchers aim to collect data, for example, through observations, surveys, and interviews, and how the outcomes of such interventions can be evaluated. The chapter also highlights the importance of having a clear theory of change, which maps out the desired change and how to achieve this. It also discusses the potential role of randomised control trials (RCTs) and quasi-experimental studies to add rigour to existing research, which is often criticised for methodological weaknesses and limited scope.
