‘He’s practising his learned social skills on the cat’: a mixed-methods investigation of parental perspectives of the role of pets in autistic children’s social skills and wellbeing

Evidence suggests that autistic children spend less time engaging in social interactions than their neurotypical peers which can negatively impact their wellbeing. Researchers, educators, and parents must consider how we address this. A possible facilitator of autistic children’s social skills and a protective factor for their psychological health is the role of pets and the human–pet bond. The study examined parental reports of autistic children’s attachment to their pet (dog or cat), positive and negative behaviours with that pet, and how this relates to prosocial behaviour, peer problems, and psychological health (emotional difficulties, conduct problems, hyperactivity/inattention). Sixty-five parents with an autistic child completed quantitative measures to assess these variables. Participants also completed qualitative questions aimed at understanding their perceptions of the impact of pets on their child. A regression analysis showed that children’s positive behaviour towards the pet predicted their prosocial behaviour (β = 0.40 p = 0.006). No other regression models were statistically significant. A thematic analysis of the qualitative responses highlighted four themes in relation to parents’ perceptions of the positive impacts of pets on their child. These were (1) Anxiety, Emotion Regulation, and Sleep; (2) Understanding of Self and Other; (3) Communication, Friendships, and Social Interactions; and (4) Comfort and Psychological Health. One theme was identified in relation to the negative impact of pets: (5) Pet-Related Anxiety and Concerns. The findings have implications which can inform guidelines to help parents make decisions about pet ownership and how to foster meaningful relationships between autistic children and their pets.