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Many animal welfare organisations deliver education programmes for children and young people, or design materials for schoolteachers to use. However, few of these are scientifically evaluated, making it difficult for those working in this field to establish with any certainty the degree of success of their own programmes, or learn from others. There has been no guidance specifically tailored to the development and evaluation of animal welfare education interventions. Accordingly, a three-stage online Delphi study was designed to unearth the expertise of professionals working in this field and identify degree of consensus on various aspects of the intervention process: design, implementation and evaluation. Thirty-one experts participated in Round 1, representing eleven of 13 organisations in the Scottish Animal Welfare Education Forum (SAWEF), and eleven of 23 members of the wider UK-based Animal Welfare Education Alliance (AWEA). Seven further professionals participated, including four based in Canada or the US. Eighty-four percent of the original sample participated in Round 2, where a high level of consensus was apparent. However, the study also revealed areas of ambiguity (determining priorities, the need for intervention structure and degree of success). Tensions were also evident with respect to terminology (especially around cruelty and cruelty prevention), and the common goal for animal welfare to be part of school curricula. Findings were used to develop a web-based framework and toolkit to enable practitioners to follow evidence-based guidance. This should enable organisations to maximise the quality and effectiveness of their interventions for children and young people. [ABSTRACT FROM AUTHOR]

At present, UK schools are not required to teach children about animal welfare. This undoubtedly contributes to widespread deficiencies in knowledge, and misconceptions about animals' needs, likes, and dislikes. Aware of the issues at hand, animal welfare organisations create their own materials for teachers to use, and/or deliver educational programmes directly to children and young people. As the design, content, processes and outcomes associated with these interventions are rarely documented publicly or systematically evaluated, there is little evidence to guide the development of animal welfare education. A three-stage online Delphi study was used to identify who current interventions target, what delivery methods are being used, and how expert practitioners describe priorities and challenges in the field. Thirty-one experts participated in Round 1, with 84% of the sample (n = 26) also taking part in Round 2. Qualitative analysis revealed passionate accounts about the far-reaching potential of educating children about animals. However, we also identified ambiguities and tensions that could thwart the future development of effective animal welfare education. Alongside the production of a web-based framework and evidence-based toolkit to support practitioners, findings will be used to encourage animal welfare professionals to work towards producing shared terminology, definitions, and outcomes' frameworks; focusing on positive education and the idea of harm as opposed to cruelty. This should facilitate collaboration with schoolteachers and education policymakers to assess the ways in which animal welfare might be successfully incorporated within formal education in the future. These data suggest many potential avenues for inclusion, although a holistic approach emphasising the links between humans, animals and the environment, within the context of young people's recent activism and contemporary health, societal and environmental issues, may be most successful. [ABSTRACT FROM AUTHOR]