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DISCUSSION
This study describes the benefits and challenges of having an emotional support animal
in college and university residence halls from the perspective of ESA owners
and their roommates. While quantitative analyses failed to find statistically significant
support for the study's hypothesis about the relationship between time spent playing
or bonding with one's ESA and the impact of the ESA on social interactions, the
qualitative data provided rich information about the experience of having an ESA in
residence halls. Overall, participants said the benefits of having an ESA outweighed
the negatives, which is consistent with previous research on ESAs and college students
(Goodman-Wilson & Highfill, 2021; Spence, 2015).
The mental health benefits ascribed to ESAs in this study are consistent with those
attributed to attachment figures (Bowlby, 1988). People select pets as attachment figures
that are familiar and are associated with decreased distress, and proximity with
one's attachment figure acts as a " secure base " and " safe haven " (Kurdek, 2008, p. 439).
Our participants described how spending time with their ESA, and knowing their ESA
was nearby and available, helped prevent or reduce distress. Other studies have also
reported animal-related benefits of comfort and reduced distress (e.g., Adamle et al.,
2009; House et al., 2018; Pendry et al., 2019). In addition to mental health benefits,
participants described their ESAs as providing companionship and entertainment, acting
as an icebreaker for relationships with others, and motivating self-care, results that
are consistent with those of Spence (2015).
Since pets are not allowed at the university where this study took place, having an
animal living on campus publicly signaled for those who knew about ESA provisions
that the owner had a disability. However, many students lacked knowledge about ESAs
and expressed jealousy and a desire to fill out paperwork so they could bring their own
pet to campus. Unfortunately, many people lack understanding about the differences
between service animals, emotional support animals, and pets as well as the federal
regulations related to these different types of animals (e.g., Goodman-Wilson &
Highfill, 2021). There is also controversy and negative public perceptions about
false claims related to service animals and ESAs (Goodman-Wilson & Highfill, 2021;
Schoenfeld-Tacher et al., 2017). In general, participants reported having many conversations
with other students who expressed interest in having their own pet on campus.
Other students often sought ESA owners out with questions about the approval
process, either not understanding or caring that ESA regulations are meant to help
individuals with disabilities to be able to function.
Other challenges of having an ESA were related to logistics: pet care and supplies,
expenses, veterinary services, transportation, respite care, housing during university
breaks, and the ESA approval process. Students who are considering bringing an ESA
with them to campus should think about how they would obtain the necessary food
and supplies and how they would transport their ESA to get medical treatment or
Volume 49, No. 2 * 2023 99

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