The National Dog Mentor Conference

Recently B&C Educational were invited to attend the 2026 National Dog Mentor conference, which was held in Birmingham on June 18th, bringing together teachers and experts from all over the country.

The conference was entitled ‘Small changes that create consistent, whole-school impact’. The speakers drew upon their expertise as headteachers, support teachers, neurodiversity specialists and developmental psychologists.  

At the heart of the conference was the importance of a whole-school wellbeing approach that considered the needs of staff, as well as the children’s needs in their individual setting. A common message centred on building relationships, transition and emotional support administered through working alongside a dog and how this support has made an impact in school.  

An interesting discussion considered neurodivergent girls (although it was stressed that boys were not excluded), and how vulnerability and safety could be addressed if schools understood what they were dealing with and acted decisively.  

Many staff showcased their dog mentor success stories while sharing practical interactive Dog Mentor strategies.

The conference concluded with an interesting session on Sensory Modulation Dysfunction, how children adapt, and staff handle stress, through emotional regulation and embracing motions. 

Jenny Duckworth, founder of The Dog Mentor

The Dog Mentor conference demonstrated

through learned experiences how dogs can make a valuable contribution to a whole-school wellbeing approach when their role is carefully planned, evidence-informed, and integrated into existing pastoral and inclusion practices. The presence of calm, non-judgmental trained dogs helps reduce anxiety through emotional regulation and stress reduction.

The take-away message from the conference was the shared connection across the school community and also across the  programme and network which Jenny and her team have built.  

For schools considering joining the programme, there was also evidence of improved attendance, higher motivation levels and a positive impact within reluctant learner groups. While dogs are not therapists, it was shown how they can facilitate emotionally supportive interactions and build a bridge between school, staff and children. For many neurodivergent girls who “mask “ or camouflage their difficulties, dogs can help reduce pressure to perform or conform, offering a safe place where they can be their authentic selves.  

Perhaps the greatest impact of The Dog Mentor Programme, as demonstrated through the conference, is not the dog itself but the power it can have. It can support, connect, include and encourage children to build meaningful relationships, which bolsters those who struggle in the more traditional classroom and may just need that little bit of extra help.

Teachers can contact the Dog Mentor team at https://www.thedogmentor.co.uk/ for more information. Interested in combining geography with your dog mentorships? Contact us here at B&C Educational.