It’s early in the morning. You’re a high school student on the bus, thinking about that test you need to take this afternoon and wondering if you did your homework right. You’re exhausted from staying up late and wishing the day was already over.

As you step off the bus and walk into the building, you are greeted by a wagging tail and happy dog face. Unconsciously, you smile and head over to pet that soft head. As you walk away, you’re standing a little taller and instantly feel more prepared to take on the day.

That is the power of a therapy dog. That is the power of Lucy.

Lucy, a 2-year-old golden retriever, is the personal dog of Kimberly Flueso, Catasauqua Area School District K-12 career connections coordinator, and has recently been added to CASD as part of a pilot therapy dog program.

Flueso noted she previously worked in the East Penn School District and found herself connecting with their therapy dog, Branch. He helped plant the seed in Flueso’s mind. All she needed was the right dog.

According to Flueso, she has a history of rescuing dogs. After a recent loss, she decided it was time for another furry friend. While perusing Phoenix Animal Rescue, Flueso said she felt a connection with Lucy, who reminded her of a former dog she had. Lucy and Flueso have been together for more than a year.

Lucy came from a breeder originally, but unfortunately, it was deemed she was too yellow and not red enough. This shade discrepancy led to her being given to the rescue.

“She was a rarity,” Flueso said in regards to her coloring, but the statement can also be applied to her personality.

Flueso noted Lucy acts differently around different people. Lucy has been known to be more high-energy around some people and calm and gentle with others.

“She reads the room,” Flueso said.

All the pieces were falling into place. Flueso got Lucy certified through the Alliance of Therapy Dogs. ATD is a volunteer organization that provides testing, certification, registration, insurance and support to those interested in volunteering with their dogs in animal-assisted activities.

“Our objective is to form a network of caring individuals and their special dogs who share smiles and joy with people, young and old alike,” ATD says.

ATD looks for dogs with a calm and gentle disposition who are at least 1 year old and are attentive to their handlers. The testing process ensures the dogs have the right temperament for the work and relationship with their handlers.

Flueso brought the idea to Catasauqua High School Principal David Todd about having Lucy come on board. Todd had previously worked with therapy dogs in schools and was familiar with the benefits, so he was on board and helped move the process along.

Flueso noted CASD has brought therapy dogs into schools in the past for special occasions, but Lucy would be the first in-house therapy dog for the district.

According to a study from Frontiers in Veterinary Science, published in June 2021 in the National Institutes of Health’s National Library of Medicine, there is preliminary evidence suggesting therapy dogs can enhance children’s well-being in a number of settings.

“Therapy dogs have been found to reduce physiological symptoms of stress through lowering cortisol levels, increasing positive emotions, promoting engagements in learning activities and positive attitudes toward learning, reducing negative behaviors like task avoidance and aggression in the classroom, as well as encouraging prosocial behaviors and acting as a ‘social catalyst’ to facilitate social interactions with others,” the study says.

It also reports “children with higher levels of well-being learn more effectively, have lower levels of absenteeism at school, better academic engagement and also have more satisfying and successful peer relationships.”

ATD also lists a number of socio-emotional and cognitive benefits such as reduced negative behaviors, increased confidence, reduction of pressure, enhanced executive-functioning skills and stimulating memory and problem-solving skills.

“The purpose of introducing a therapy dog into our schools is to create a supportive, calming and inclusive environment that enhances students’ emotional well-being, reduces anxiety and fosters a positive atmosphere for learning,” Superintendent of Schools Dr. Christina Lutz-Doemling said. “By integrating a therapy dog into the school community, we are supporting our efforts to promote a safe and nurturing space that encourages emotional resilience, strengthens relationships and enhances students’ ability to focus and engage in their academic and social development.”

Lucy and Flueso were approved for the pilot program during the district academics and education committee meeting May 7. Communication was sent to families to notify them of the addition. Flueso is also diligent in checking for allergies or apprehensions before approaching anyone with Lucy.

Flueso reported they are fully insured and that she incurred all costs. Lucy has been added at no cost to the district.

Lucy has already served 11 days in the district, with May 12 as her first day of school. Most of those days were spent at CHS. Lucy enjoys hanging out in the hallway areas between classes to greet her new friends. She also does occasional classroom visits and trips to the counselor.

In addition to helping with emotionally distressed students in the counseling office, Lucy has also assisted in health and physical education classes, served as a behavioral reward for Lifeskills and IU classroom students and helped with education about the difference between therapy dogs and service dogs. She has also assisted during high-stress testing, such as final exams, to help reduce anxiety.

“Therapy dog school visits align with CASD’s commitment to fostering a well-rounded educational experience that addresses both the mental and emotional needs of students, ultimately contributing to a more balanced and successful learning environment,” Lutz-Doemling said.

According to Flueso, Lucy has developed a Pavlovian response and understands the ringing of the bell means she gets to see her new friends. She gets excited and ready to venture out for the changing of classes.

Flueso noted Lucy has been very gentle with the students. They arrive at school early to give Lucy a chance to get her excited energy out and acclimate before the students show up. Additionally, Flueso noted Lucy does not initiate contact but waits respectfully for the students to approach her.

Lucy has a welcoming energy, which puts people at ease. Flueso noted some people who want to address their fear of dogs are making progress by working with Lucy.

She is reportedly already a favorite among many students and staff members. One of the front office staff has taken to calling Lucy her therapist.

“To date, I’ve received positive feedback on this pilot program,” Lutz-Doemling said. “Additionally, I’ve seen numerous pictures documenting Lucy’s visits to our schools. In all of those photos, everyone is all smiles — students, administrators, faculty and staff. It is evident that Lucy lifts everyone’s spirits and helps to put our students in a positive mind set, ready to take on their school day!”

Lucy spent one day at Catasauqua Middle School during the pilot program, surprising the students during one of their end-of-year talent shows. Lucy got to show off her skills and commands.

During the upcoming school year, Flueso looks forward to visiting the middle school more often, as well as Sheckler Elementary School. She wants to start incorporating special storytimes with Lucy with the elementary school students.

To help start the connection with Lucy, Flueso created a number of coloring pages featuring Lucy in her vest at all three schools. Students are already responding well to this extra connection. A number of colorful pages decorate the walls of Flueso’s office.

Flueso is not planning on bringing Lucy to work every day. To ensure Lucy is at her best and to give Flueso time to focus on her other work in the district, she is looking at bringing Lucy to school two or three days a week and will focus on arrival and dismissal times, holiday breaks and high-stakes testing. Flueso noted they aim to help the students’ brains to reset and prepare for these moments.

“We are hopeful that we can use the feedback from our pilot therapy dog program to drive next steps in enhancing our positive school climate and supportive school environment for our students,” Lutz-Doemling said.

Flueso reported Lucy also does some other work outside of the schools, such as visiting senior homes. They are hoping to join the Lehigh Valley Therapy Dogs group.

Lucy loves carrots, blueberries and watermelon. In addition to meeting new people and spending time with her friends, Lucy also loves playing in creeks.

Flueso was proud to speak about Lucy’s progress, noting she was anxious when first rescued but loves meeting people now. She is excited to see what the future holds for the district’s newest “Ruffie.”