The valuable role of animals in learning – ethically

Picking up mud crabs, counting and weighing them is not a usual part of the crab day and therefore, applying for ethics consent here is most likely needed. If you are at the estuary to look at bivalves (eg, cockles) then you most likely don’t need ethics approval but, Rachel says it's always best to ask.

The National Animal Ethics Advisory Committee (NAEAC) was established under the Animal Welfare Act 1999 to provide independent advice to the government minister responsible for animal welfare. 

Under the Act, research, testing and teaching involving using live animals may require ethics approval, and this also applies to animals used in schools, on school farms, and in school activities. 

The New Zealand Schools’ Animal Ethics Committee (AEC) was set up in 2005 to help early learning services, kura and schools meet their legal obligations under the Act. Most animal-related projects will require approval and proof of approval is usually required for entry into science fairs. 

The committee is part of the New Zealand Association of Science Educators, and its members are people with a variety of expertise in animal welfare and teaching animal welfare. They meet several times a year to consider applications for ethics approval. 

The schools’ AEC has a strong educational role, and most applicants are young school children. Where appropriate, applicants will be offered help with science and animal welfare aspects of their proposals. 

Attitudes towards animals are formed early in life. For many students, early learning and school may be the first place where they gain experience on how to handle and look after animals. 

Epsom Girls’ Grammar School head of biology, Rachel Heeney sits on NAEAC as its education representative, as nominated by the Ministry of Education (separate to the schools’ AEC).

Rachel says most classroom animal use in primary school involves family pets brought into school for simple observation or for learning the responsibilities of humane care. Understanding animals and biodiversity also teaches ākonga about kaitiakitanga, science, whakapapa, and the role of animal ethics in relevant industries. 

“This paves the way for pathways in related fields or simply the appreciation of the world around us,” says lifelong animal lover Rachel.

Some of the more commonly featured furry – and not so furry – animals in early, primary and secondary education settings, according to the schools’ AEC, are axolotls, birds, cats, chickens, cows, dogs, eels, fish, frogs, goats, guinea pigs, horses, mice, mud crabs, rabbits, rats and sheep.

The approval process

Teachers and students apply to the schools’ AEC for ethics approval for investigations involving animals that they might be planning. 

Under the Act, ‘animal’ means any live member of the animal kingdom that is a mammal, bird, reptile, amphibian, fish (bony or cartilaginous), octopus, squid, crab (including half crab), lobster or crayfish (including freshwater), and includes any marsupial pouch young or mammalian foetus, or any avian or reptilian pre-hatched young, that is in the last half of its period of gestation or development. 

Any project or teaching that might affect an animal’s normal physiology, behaviour, anatomy or practices outside their usual care, requires ethics approval. 

If teachers apply for project approval for an investigation that is going to be repeated, they can apply for a three-year approval. In these cases, there should be at least two teachers from the school on the application, in case one teacher leaves the school over the assigned approval period.

It is important to apply one term ahead of the animal-related activity, as retrospective approval cannot be given. 

Rachel says what is important for students and teachers to consider is, “Do I need ethical consent to carry out the work?” 

“If in doubt, contact the chair of the schools’ animal ethics committee and ask them a question. They are very happy to help.”

Bird watching activities may not require ethics approval, but Rachel says it's key to have a good think about whether their behaviour is changed by the group being there.

Sharing learnings

Rachel says she realised, as a teacher, if she was confused about the dos and don’ts of working with animals in an education setting, other teachers would be too. 

“Some teachers don’t realise that they need to apply for approval, when, and for what. In the past, people have thought that if it’s not an activity in a science lab, it doesn’t need approval. 

“None of the procedures are set up to make a teacher’s life harder – but we are governed under the Act and with guidance from your AEC the process will be transparent and straightforward. We can then pass on this focus of considering the welfare of all animals to our learners.”

Teaching at Epsom Girls’ for 26 years, Rachel has encountered many scenarios and is keen to share her learnings with others. In September, she will be speaking at the Australian & New Zealand Council for the Care of Animals in Research and Teaching conference in Christchurch about the use of animals in the teaching space.  

Some teachers worry about what they need to gain approval for and what they don’t, says Rachel. 

“I want more people to have the confidence to ask questions when it comes to animal use.”

Rachel says looking through a te ao Māori lens is also an important thing to do. 

NAEAC has a subcommittee in place to consider how matauranga Māori can be incorporated into their work. One of their projects has been to make sure, through revised guidance material, that organisations indicate how they have considered the principles, values, and practices from te ao Māori in their work when submitting a code of ethical conduct to the Ministry for Primary Industries.

When working with animals in a science fair project, teachers are also encouraged to consider seeking advice from local Kaumātua or the school’s kaitiaki where appropriate.

Fostering empathy and kindness

Growing up in Kawakawa, Northland, Rachel was exposed to a range of animals from a young age. 

“I have always had animals around me,” she says. “And I have always been taught to treat animals respectfully. I want to help educate teachers and students on the ethical ways to involve animals in their learning. If people know how to do the right thing, they usually will do it. And using animals in teaching programmes can really help engage ākonga in their learning.”

Applying for animal ethics approval can be a valuable educational experience and learning opportunity for young students, says Rachel, teaching them about responsible research and ethical considerations.

“Young students develop a sense of responsibility and compassion for animals by understanding the importance of their welfare. The process of animal ethics consideration instils the value of respecting all forms of life.”

Rachel says ethical research practices encourage students to apply scientific methods properly, which is a valuable skill for academic development.

“Encouraging students to apply for animal ethics approval can be a valuable step in nurturing their curiosity and guiding them toward becoming responsible, ethical, and compassionate individuals.

“Understanding the importance of following the law also introduces students to legal and regulatory requirements for working with animals,” explains Rachel.

“It’s important for students to see that scientists, like us, can’t just do anything they want to. We are all required to go through these procedures.”

 A case of cats in class

Rachel shares a story of an intermediate teacher who needed to apply for ethics approval for a student’s project that would see them monitoring cats’ play behaviour. The student wished to compare whether cats trialled had a preferential left or right paw. She would test four different pet cats, recording video then tally the play behaviour in a set time of five minutes per cat. 

“From the outset, I could see this was an interesting project of the calibre that could enter the regional science fair.”

In this case, it is important to begin the process of engaging with the school’s AEC right away. 

“A good thing about this process is that doing external science fair projects ensures teachers evaluate ethics for new experiments – including the projects they may not enter for competitions. It also educates students that there is a process to control the use of animals.” 

A schools’ AEC flow chart allowed students to make a choice and decide whether to proceed with their project ideas. 

“This led to many re-evaluating their projects to ensure they had considered meaningful use and testing with animals or choosing alternatives not requiring ethics approval. 

“Ethics are important. Ethics need to be questioned and their value in the scientific process is essential, and this should start when students are ready to make informed decisions about the care and use of animals.”

Find the flowchart at animalethics.org.nz/flow_chart(external link). 

Further reading

For more information, links and resources about using animals safely and legally, and to enhance your teaching programme, visit scienceonline.tki.org.nz(external link).

Teachers can contact animalethicscommitteenz@gmail.com if they are unsure of the requirements, prior to allowing students to start their projects. 

The schools’ AEC application forms can be filled in online.
This makes sharing information much quicker and easier for all concerned. Applications need to be received at least two weeks before the AEC meeting.

Visit the Animal Ethics website to apply for approval at animalethics.org.nz(external link).