County Boards of Education - Therapy Dogs - Policy for Handling and Use in Schools
HB 128 requires each county board of education to permit therapy dogs in public schools, subject to local policies and specified safeguards. The bill defines a “therapy dog” as a dog trained to provide affection and comfort to children needing emotional support in a school setting and certified or registered as a therapy dog, and it defines a “handler” as the person responsible for the dog’s care and training.
Under the bill, each therapy dog must be accompanied by a handler, and each county board must adopt a policy governing the use and handling of therapy dogs in schools. That policy must address certification or registration standards, handler guidelines, where and when therapy dogs may be present in school buildings, notice to parents, students, faculty, and staff, and how to manage students and staff who have dog allergies or are uncomfortable around dogs. The bill takes effect July 1, 2026.
The bill adds a new section to the Education Article, Section 4-148, creating a statewide requirement that county boards of education allow therapy dogs in public schools and establish local implementation policies. It affects county school systems, school administrators, students, staff, parents, and therapy dog handlers by setting minimum policy requirements for access, supervision, notification, and accommodation of allergies or discomfort around dogs.
The available record shows the bill was introduced and received a House hearing, but there are no committee transcripts or recorded votes provided here, so there is no direct evidence of support or opposition from the discussion history. Based on the bill text, the measure appears aimed at expanding emotional-support resources in schools while preserving local control over operational details, suggesting a generally supportive or at least policy-focused posture rather than a highly contentious one.
The main points of potential contention are likely to be school safety, allergy management, liability, and the practical burden on county boards to develop and enforce policies. Stakeholders who may raise concerns include school administrators, parents of students with allergies or phobias, and staff responsible for implementing the policy, while supporters are likely to emphasize student emotional support and the benefits of therapy animals in school settings.