Judging Category
Basic or Experimental Research
Student Rank
Senior
College
Education and Behavioral Science
Faculty Sponsor
Dr. Lauren Belt lbelt@astate.edu
Description
Emotional support animals (ESA) are classified as any species of animal that provides cognitive and emotional benefits for individuals struggling with mental health impairments (Ferrell, Crowley 2021, p. 561). Emotional support animals differ from service and therapy animals because there are no restrictions regarding the specie selection if the owner perceives their benefits (Ferrell, Crowley 2021, p. 561). Relaxed regulations on the specie of emotional support animals allow individuals the opportunity to choose any animal based on their perceived benefits (Pettable Staff, Fleming 2024). Recently, universities have implemented an emotional support animal policy to protect students who live on campus (Pettable Staff, Fleming 2024). However, student perceptions of emotional support animal choice may limit students’ opportunity to experience all the benefits they have to offer. (Murnan 2018, p. 74).
This study will examine college students’ perceptions of different emotional support animal (ESA) species and their impact on emotional well-being. The study will explore how various animals—including dogs, cats, birds, equine, fish, reptiles, insects, and arachnids—affect students with emotional impairments and how these effects translate to a dormitory setting. Additionally, the study will seek to understand students’ attitudes toward different ESA species, including their willingness to own, accept, or financially support their presence on campus. To ensure broad representation, the sample will consist of Arkansas State University students, regardless of whether they own an emotional support animal or live on campus. Data will be systematically collected through ten statements assessed on a Likert scale.
Disciplines
Animal Studies | Counseling | Counseling Psychology | Disability Studies | Psychology | Social and Behavioral Sciences
License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Speer, Ella G., "Student Perspectives on the Selection and Suitability of Emotional Support Animals" (2026). Create@State. 19.
https://arch.astate.edu/evn-createstate/2026/posters/19
Included in
Animal Studies Commons, Counseling Commons, Counseling Psychology Commons, Disability Studies Commons
Student Perspectives on the Selection and Suitability of Emotional Support Animals
Emotional support animals (ESA) are classified as any species of animal that provides cognitive and emotional benefits for individuals struggling with mental health impairments (Ferrell, Crowley 2021, p. 561). Emotional support animals differ from service and therapy animals because there are no restrictions regarding the specie selection if the owner perceives their benefits (Ferrell, Crowley 2021, p. 561). Relaxed regulations on the specie of emotional support animals allow individuals the opportunity to choose any animal based on their perceived benefits (Pettable Staff, Fleming 2024). Recently, universities have implemented an emotional support animal policy to protect students who live on campus (Pettable Staff, Fleming 2024). However, student perceptions of emotional support animal choice may limit students’ opportunity to experience all the benefits they have to offer. (Murnan 2018, p. 74).
This study will examine college students’ perceptions of different emotional support animal (ESA) species and their impact on emotional well-being. The study will explore how various animals—including dogs, cats, birds, equine, fish, reptiles, insects, and arachnids—affect students with emotional impairments and how these effects translate to a dormitory setting. Additionally, the study will seek to understand students’ attitudes toward different ESA species, including their willingness to own, accept, or financially support their presence on campus. To ensure broad representation, the sample will consist of Arkansas State University students, regardless of whether they own an emotional support animal or live on campus. Data will be systematically collected through ten statements assessed on a Likert scale.
