Drawing upon data from a study examining experiences of accessing support for pets from the UK animal welfare charity Blue Cross, this paper illuminates reasons why people might not seek support when they need it. This applies to those who are struggling financially and are eligible for, but do not take, free/reduced cost veterinary care, or are having other problems (e.g. the animal's disruptive behaviour or ill health, struggling to care for the pet due to changing circumstances or health problems, or coping with pet loss). Twenty Blue Cross service users (15 female, five male, age 29-67) took part in individual online interviews using a semi-guided narrative approach, where they were encouraged to share their experiences of reaching out. They were also asked to reflect upon why others may not do the same, and if they had any recommendations for organisations to help them reach these people. Findings echo other studies that highlight a fear of being judged, disclosure and stigma. Guilt, shame, lack of awareness, financial concerns, and wanting to manage independently, all play important roles. These factors have implications for the way support services are advertised and delivered to ensure animals receive the care needed. We describe these reflections and recommendations and identify three broader ideological narratives underpinning participants' stories: 'giving back'; 'equity', and 'sacrifice'. These reveal how wider societal attitudes and values shape identities and behaviours. It is vital that support on offer is reframed to explicitly counteract these influences to ensure optimal animal and human welfare.

Drawing on data from a project examining experiences of accessing support for pets from the UK animal welfare charity Blue Cross, this paper illuminates the impact of financial hardship on pet owners. Twenty service users (15 female, 5 male, aged 29-67 years) took part in individual online semi-structured interviews. Sixteen were receiving free or reduced-cost veterinary care (eligibility is based on certain means-tested benefits and catchment area). Participants were encouraged to talk about their experiences with Blue Cross, with a set of key questions capturing the chronology of events employed as a guide. All participants (even when relatively financially secure) alluded to the expense of having a pet and the rising cost of all aspects of care. The majority had struggled financially in recent years due to changes in circumstances (reduced income or had to stop working due to illness, injury, or carer responsibilities). Others had been on a low income for the long term. Seeking support was often the result of a health issue or emergency with a pet, when unanticipated veterinary costs (operations, transporting animal, scans, treatment) were simply unaffordable. People were faced with the heart-wrenching dilemma of what to do to help their pet, describing these times as the most stressful in their lives, and with most only becoming aware of charitable support for pets via word-of-mouth. Two of our participants' stories show how when you have limited financial resources, serious health problems, or complicated circumstances, life can spiral out of control and lead to difficult situations with pets. However, it also highlights how resilience and strategies are established in this process, mitigating to some extent the impact of future crises. We highlight the full range of issues experienced as a result of economic vulnerability and consider the implications for organizations providing support to people who are often struggling simultaneously with their finances and mental health.

This article highlights the significance of pets for five young women with care experience, examining the impact of disruptions to those relationships when moving into or between care settings. Findings show that pets support the transition to independent living and mental health. Participants’ reflections also reveal how pets are a source of comfort and stability for children growing up in families experiencing difficult circumstances. Loss is therefore traumatic because of the support pets provided and the context surrounding loss. Despite their significance, pets were largely absent from discussions and processes associated with managing care transitions. Adults and perceived constraints in residential care dictated what happened with respect to pets. Neither consulted nor supported, children were left to cope on their own. Attention to pets should be an integral part of the process of managing care transitions and it is imperative that the impact of pet loss (at any stage in children’s lives) is understood and supported. Otherwise, the system may inadvertently foster a perpetual loop of mistrust and relational losses. We consider how some local authorities are starting to manage this process (considering pets in the family or foster carers’ homes), and existing guidance on introducing animals in residential care.

At present, UK schools are not required to teach children about animal welfare. This undoubtedly contributes to widespread deficiencies in knowledge, and misconceptions about animals’ needs, likes, and dislikes. Aware of the issues at hand, animal welfare organisations create their own materials for teachers to use, and/or deliver educational programmes directly to children and young people. As the design, content, processes and outcomes associated with these interventions are rarely documented publicly or systematically evaluated, there is little evidence to guide the development of animal welfare education. A three-stage online Delphi study was used to identify who current interventions target, what delivery methods are being used, and how expert practitioners describe priorities and challenges in the field. Thirty-one experts participated in Round 1, with 84% of the sample (n = 26) also taking part in Round 2. Qualitative analysis revealed passionate accounts about the far-reaching potential of educating children about animals. However, we also identified ambiguities and tensions that could thwart the future development of effective animal welfare education. Alongside the production of a web-based framework and evidence-based toolkit to support practitioners, findings will be used to encourage animal welfare professionals to work towards producing shared terminology, definitions, and outcomes’ frameworks; focusing on positive education and the idea of harm as opposed to cruelty. This should facilitate collaboration with schoolteachers and education policymakers to assess the ways in which animal welfare might be successfully incorporated within formal education in the future. These data suggest many potential avenues for inclusion, although a holistic approach emphasising the links between humans, animals and the environment, within the context of young people's recent activism and contemporary health, societal and environmental issues, may be most successful.

Many animal welfare organisations deliver education programmes for children and young people, or design materials for schoolteachers to use. However, few of these are scientifically evaluated, making it difficult for those working in this field to establish with any certainty the degree of success of their own programmes, or learn from others. There has been no guidance specifically tailored to the development and evaluation of animal welfare education interventions. Accordingly, a three-stage online Delphi study was designed to unearth the expertise of professionals working in this field and identify degree of consensus on various aspects of the intervention process: design, implementation and evaluation. Thirty-one experts participated in Round 1, representing eleven of 13 organisations in the Scottish Animal Welfare Education Forum (SAWEF), and eleven of 23 members of the wider UK-based Animal Welfare Education Alliance (AWEA). Seven further professionals participated, including four based in Canada or the US. Eighty-four percent of the original sample participated in Round 2, where a high level of consensus was apparent. However, the study also revealed areas of ambiguity (determining priorities, the need for intervention structure and degree of success). Tensions were also evident with respect to terminology (especially around cruelty and cruelty prevention), and the common goal for animal welfare to be part of school curricula. Findings were used to develop a web-based framework and toolkit to enable practitioners to follow evidence-based guidance. This should enable organisations to maximise the quality and effectiveness of their interventions for children and young people.

BACKGROUND In recent years, scales to assess attachment between humans and animals have been developed and validated only in adults or in undergraduate students. While it is known that pets may have a direct or indirect positive influence on the development of social and emotional aspects in children and young people, there is a lack of scales to assess attachment to pets in this age group. The Short Attachment to Pets Scale (SAPS) was developed to create a succinct measure of attachment to pets for use in a broad range of research contexts with children and young people. METHODS This paper describes the development of the SAPS and investigates its reliability and validity within the context of the Health Behaviour in School-Aged Children Survey (HBSC) which gathered data on representative samples of school pupils aged 11, 13 and 15 in Scotland and England. these variables was 15.7%. Effect sizes of associations were medium (age, considering a pet as one’s own) and small (ethnicity, age, gender, quality of life). The study concludes that SAPS is a coherent and psychometrically sound measure. It is associated with a range of demographic variables and quality of life, which confirms its utility as a new succinct measure of children’s and young people’s attachment to pets for use in health and social science research.

The precise nature of attachment to pets and differences between girls' and boys' relationships at age 11, 13 and 15 years are investigated in this paper. Data from the 2010 Health Behaviour in School-aged Children (HBSC) survey in Scotland were used to examine various qualities of adolescents' attachments to their pet dogs, cats and small mammals. Survey participants (N = 2472) answered pet ownership questions and completed the 'Short Attachment to Pets Scale' (SAPS). Multivariate analysis revealed main effects of age, sex and pet type, but no interaction effects. There is a pattern of weakening attachment to pets with increasing age, with emotional support qualities of attachment receiving higher ratings from girls, and stronger attachments evident with dogs. These findings enhance understanding of the role played by pets in the broader relational context of adolescents' lives, and help to identify how we might intervene to support adolescents experiencing socio-emotional difficulties or life disruptions.

Building on a study examining children’s knowledge and care of companion animals, this paper examines emotional attachment to dogs. It uses a large-scale dataset on children’s health and well-being (n = 6,700) to explore the connection between attachment to dogs, compared with other companion animals, and a range of well-being indicators. Findings reveal stronger attachments to dogs that are linked with well-being. Some associations are also evident for children reporting a strong bond with small mammals. A mixed pattern of results is evident for cats, and no associations were apparent for those with fish, reptiles, or amphibians. Relationships with dogs appear distinctive; children’s sense of emotional reciprocity and shared enjoyment of play act as possible mechanisms by which attachment translates into benefits. Emotional connections to all types of animals investigated in this study weaken with age. This may be due to the changing nature of attachment as children move through adolescence.

The relationship between adolescents' communication with their significant others (mother, father, and best friend) and quality of life (KIDSCREEN) was investigated in 2262 Scottish adolescent pet owners. The variable attachment to pets was also tested and assessed as a mediator of this relationship. A positive relationship between adolescents' communication with their significant other (mother, father, and best friend) and quality of life decreased when controlling for attachment to dogs. In cat owners, a positive relationship between communication with a best friend and quality of life decreased when controlling for attachment to cats. In cat and dog owners, attachment to these pets predicted higher levels of quality of life. Higher attachment to dogs and cats was explained by good best friend (IV) and attachment to pets (DV) and best friends. Mediation effects of attachment to dogs and cats might be explained in terms of the caring activities associated with these types of pets.

The aim of this study was to assess the prevalence of pet ownership among adolescents in Great Britain and identify any sociodemographic differences between pet owners and non-pet owners. A total of 14,328 11-to 15-year-old adolescents from England, Scotland, and Wales were included in the analysis. Results revealed 15-year-old adolescents were significantly more likely than 11-year-old adolescents to own dogs (OR = 1.146, p < 0.001) but less likely to own fish, reptiles, or amphibians (OR = 0.629, p < 0.001), and small mammals (OR = 0.630, p < 0.001). Thirteen-year-olds were significantly more likely than 11-year-olds to own dogs (OR = 1.240, p = 0.021) and birds (OR = 1.299, p = 0.010), but significantly less likely to own fish, reptiles, or amphibians (OR = 0.795, p < 0.001). No gender differences were found. White adolescents were more likely than non-white adolescents to own all pet types. Those living in single-parent families were significantly more likely than those living with two parents to own dogs (OR = 1.186, p = 0.013) and cats (OR = 1.319, p < 0.001). Furthermore, those who reported living in stepfamilies were also more likely to own cats (OR = 1.428, p < 0.001). Adolescents with siblings were more likely to own cats (OR = 1.391, p = 0.001), fish, reptiles, or amphibians (OR = 1.220, p = 0.037) than adolescents without siblings. Adolescents with employed parents (both or one) were significantly more likely than those with unemployed parents to own dogs (OR = 1.414, p = 0.002) and birds (OR = 1.523, p = 0.018). Adolescents from high-affluence families were less likely than adolescents from low-affluence families to own dogs (OR = 0.888, p = 0.037), small mammals (OR = 0.832, p = 0.005), and birds (OR = 0.801, p = 0.046). Furthermore, family affluence differences were found in different pet types. Differences in all pet types and siblings were also found in a proxy measure of attachment to pets. This study provides evidence that pet ownership is related to several sociodemographic factors. These are relevant to take into account when performing HAI studies on adolescents.

Children are increasingly viewed as important recipients of educational interventions to improve animal welfare, yet research examining their perspectives is lacking, particularly within the UK. Helping children to care appropriately for animals depends, not least, on an ability to understand the needs of different species and correctly identify cues given by the animal that indicate its welfare state. This study began to explore: (a) children's perceptions of welfare needs, focusing on four common pet animals; (b) influences on the development of knowledge; (c) beliefs about whether or not (all) animals are sentient, and (d) their confidence in identifying when their own pets are in need. Fourteen focus groups were carried out with 53 children aged 7 to 13 years. Findings highlighted an affirmative response that animals have feelings (dogs especially), albeit with doubts about this applying universally. There was wide variation in children's knowledge of welfare needs, even among owners of the animal in question. Conversely, some children lacked confidence in spite of the extensive knowledge they had developed through direct experience. An important finding was a perceived difficulty in identifying the needs of particular species or specific types of need in their own pets. Fitting well with a recent emphasis on "positive welfare," children felt that many animals need demonstrative love and attention, especially cats and dogs. While there is clearly scope for educating children about common needs and cues that indicate animals' welfare state, other areas pose a greater challenge. Emotional connection seems important in the development of extensive knowledge and concern for welfare. Accordingly, animals that do not possess the kind of behavioral repertoire that is easy to interpret or allows for a perceived sense of reciprocity are possibly at risk of negative welfare experiences.

This study describes the development of the SAPS and investigates its reliability and validity within the context of the Health Behaviour in School-Aged Children Survey (HBSC) which gathered data on representative samples of school pupils aged 11, 13 and 15 in Scotland and England. In the development of SAPS, following a comprehensive review of the literature, two small-scale empirical studies were carried out (one qualitative and one quantitative). Regarding the validation process, the reliability and validity of the SAPS was assessed in a sub-sample (n=7159) of pupils who completed the HBSC survey and were identified as owning pets. Factor analysis resulted in a one-factor solution (explaining 67.78 % of the variance); Cronbach's alpha for the scale was 0.894. The item-total correlation ranged from 0.368 to 0.784. A linear model showed that attachment to pets was associated with age (being 11 or 13 years old), being a girl, white ethnicity, and considering a pet as one's own. SAPS scores were also positively associated with quality of life. The total variance in SAPS explained by these variables was 15.7 %. Effect sizes of associations were medium (age, considering a pet as one's own) and small (ethnicity, age, gender, quality of life). The study concludes that SAPS is a coherent and psychometrically sound measure. It is associated with a range of demographic variables and quality of life, which confirms its utility as a new succinct measure of children's and young people's attachment to pets for use in health and social science research.

Understanding how best to nurture children’s respect for, and care of, other living beings is a concern within education and animal welfare science. Relationships with individual animals are often seen as a ‘bridge’ to caring about the broader environment (of people, animals and ecosystems). However, little is known about children’s actual care of the animals they know best. Focus groups explored 7- to 13-year-olds’ caring activities and sense of responsibility to care for family pets, with findings highlighting the strong influence of parental roles and restrictions, the significance of play as a form of care and reluctance to take responsibility.

Animals play important roles in children's lives. Many children in the UK, and internationally, grow-up in households with companion animals. The most common family pets in the UK are dogs, cats, rabbits, guinea pigs, caged birds and fish. Kidd and Kidd (1985) found that 99.3% of 3 to 13 year-olds reported that they wanted a pet and 57% had a preference for dogs over other species. Children often consider pets to be members of their family (Morrow, 1998). Pet ownership confers a range of potential benefits for children's