journal_vol49no2 - 91

Emotional Support Animals at College
experience with ESAs. Intending to fill this gap, the present study sought to examine
student perceptions regarding the experience of having an emotional support animal
in campus housing. Specifically, we investigated the perceived benefits and barriers
associated with emotional support animals, as well as participants' recommendations
to those considering bringing an ESA into the residence hall.
RESEARCH ON THE BENEFITS OF ASSISTANCE ANIMALS
Emotional support animals are one of two types of assistance animals: service animals
and support animals (U.S. Department of Housing and Urban Development [HUD],
2020). In the case of the U.S. Department of Justice (2010), which recognizes only
dogs as service animals, they are defined as " dogs that are individually trained to do
work or perform tasks for people with disabilities " (para. 2), while support animals are
" trained or untrained animals that do work, perform tasks, provide assistance, and/or
provide therapeutic emotional support for individuals with disabilities " (HUD, 2020,
para. 1). People are considered to have a disability if they have " physical or mental impairments
that substantially limit at least one major life activity " (HUD, 2020, para. 1).
Because there are no governmental registration requirements for emotional support
animals in the United States, it is difficult to measure the prevalence of ESAs. However,
several studies have suggested that there has been a recent uptick in the popularity
of ESAs among college students specifically (Smith et al., 2021).
Section 504 of the Rehabilitation Act and of the Americans with Disabilities Act
covers regulations related to service animals, while the Fair Housing Act (U.S. Department
of Justice, 2021) specifically requires that housing providers grant reasonable
housing accommodations-including ESAs-for persons with disabilities. The focus of
this paper will be limited to ESAs, pets, and animal-assisted interventions in residence
halls. For a good review of terminology and policies related to assistance animals, see
Kogan and colleagues (2016).
Attachment Theory
Attachment theory posits that having a secure relationship with another being facilitates
the development of new relationships and bolsters confidence, while separation
from one's attachment figure can cause distress (Bowlby, 1988). For some students, a
pet serves as an attachment figure, and this relationship confers the same kind of benefits
as other attachment figures such as family members: " Their physical nearness
and accessibility are enjoyable (proximity maintenance); they are missed when absent
(separation distress); they are dependable sources of comfort (secure base); and they
are sought to alleviate distress (safe haven) " (Kurdek, 2008, p. 439). As the transition
to college and university often involves leaving one's attachment figures, this can be
a distressing experience (Adams et al., 2017; Kurdek, 2008). Additionally, pets can
help protect against suicidality by providing comfort, a distraction, or a reason to live
(Love, 2021).
88 The Journal of College and University Student Housing

journal_vol49no2

Table of Contents for the Digital Edition of journal_vol49no2