Childhood and adolescence are important developmental phases which influence health and well-being across the life span. Social relationships are fundamental to child and adolescent development; yet studies have been limited to children’s relationships with other humans. This paper provides an evidence review for the potential associations between pet ownership and emotional; behavioural; cognitive; educational and social developmental outcomes. As the field is in the early stages; a broad set of inclusion criteria was applied. A systematic search of databases and grey literature sources found twenty-two studies meeting selection criteria. The review found evidence for an association between pet ownership and a wide range of emotional health benefits from childhood pet ownership; particularly for self-esteem and loneliness. The findings regarding childhood anxiety and depression were inconclusive. Studies also showed evidence of an association between pet ownership and educational and cognitive benefits; for example, in perspective-taking abilities and intellectual development. Evidence on behavioural development was unclear due to a lack of high quality research. Studies on pet ownership and social development provided evidence for an association with increased social competence; social networks; social interaction and social play behaviour. Overall, pet ownership and the significance of children’s bonds with companion animals have been underexplored; there is a shortage of high quality and longitudinal studies in all outcomes. Prospective studies that control for a wide range of confounders are required.

Humans have long realized that dogs can be helpful, in a number of ways, to achieving important goals. This is evident from our earliest interactions involving the shared goal of avoiding predators and acquiring food, to our more recent inclusion of dogs in a variety of contexts including therapeutic and educational settings. This paper utilizes a longstanding theoretical framework- the biopsychosocial model- to contextualize the existing research on a broad spectrum of settings and populations in which dogs have been included as an adjunct or complementary therapy to improve some aspect of human health and well-being. A wide variety of evidence is considered within key topical areas including cognition, learning disorders, neurotypical and neurodiverse populations, mental and physical health, and disabilities. A dynamic version of the biopsychosocial model is used to organize and discuss the findings, to consider how possible mechanisms of action may impact overall human health and well-being, and to frame and guide future research questions and investigations.

Research on the impact of companion animals in the lives of older adults is considered from two perspectives: pet ownership and in animal-assisted interventions (AAI). This paper first presents a discussion of potential theoretical explanations of the impact of animals on human health and wellbeing among older adults, and then provides a systematic review and evaluation of existing research on the topics of human–animal interaction (HAI) and physical health and exercise, depression and anxiety, and loneliness and social functioning. Each of the studies in this review (n = 145) are rated according to modified Oxford Center for Evidence Based Medicine (OCEBM) levels and the role of theory, in conceptualizing the study or interpreting outcomes, is discussed. The quality of evidence for each topical area of HAI and aging research is summarized, and recommendations are made for future research directions that will increase our knowledge of the relationship between HAI and health outcomes for older adults in different settings.

The inclusion of animals in educational practice is becoming increasingly popular, but it is unclear how solid the evidence for this type of intervention is. The aim of this systematic review is to scrutinise the empirical research literature relating to animal-assisted interventions conducted in educational settings. The review included 25 papers; 21 from peer-reviewed journals and 4 obtained using grey literature databases. Most studies reported significant benefits of animal-assisted interventions in the school setting. Despite this, studies vary greatly in methods and design, in intervention types, measures, and sample sizes, and in the length of time exposed to an animal. Furthermore, a worrying lack of reference to risk assessment and animal welfare must be highlighted. Taken together, the results of this review show promising findings and emerging evidence suggestive of potential benefits related to animals in school settings. The review also indicates the need for a larger and more robust evidence base driven by thorough and strict protocols. The review further emphasises the need for safeguarding for all involved—welfare and safety are paramount.

A model concerning the influence of implicitly activated information on cued recall and recognition is presented. The model assumes that studying a familiar word activates its associates and creates an implicit representation in long-term working memory. Test cues also activate their associates, with memory performance determined by a sampling process that operates on the intersection of information activated by the test cue with information previously activated by the studied word. Successful sampling is enhanced by preexisting connections among the associates of the studied word and by preexisting connections between it and the retrieval cue. However, the usefulness of the implicit representation is reduced by the activation of competing associates and by shifts of attention before testing. Experiments designed to test predictions of the model indicate that the associates of a familiar word can exert a powerful effect on its cued recall and recognition.

Studies of the effects of Animal-Assisted Interventions (AAIs) face a number of theoretical and practical challenges. Proposed theoretical processes for the effects of AAIs include those that address primarily the animal’s ability to facilitate human–human social engagement, those that emphasize animals’ apparent capacity to trigger social attachments and provide nonhuman social support, those that categorize certain animals as supernormal stimuli, those that advance a biophilia hypothesis that living organisms have an innate ability to attract and hold human attention, and those that promote an integrative biopsychosocial model. Each of these generates potentially testable hypotheses, and the field would benefit from systematic efforts to address their validity. Practical challenges to AAI research include issues of study design and methodology, the heterogeneity of both AAI recipients and the animals participating in these interventions, the welfare of these animals, and the unusual pressure from the public and media to report and publish positive findings. Such challenges need to be carefully considered in designing and implementing future studies in the field.