Back to school: what the change in routine may mean for your dog or cat

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As children head back to school this September, and older members of the family leave for university, routines at home may change too. Walks, mealtimes, play and company may happen at different times, and some dogs and cats may spend longer alone once the summer hubbub subsides. This will make little difference to some animals, while others may enjoy the quieter house and more time to rest. For those who have become used to extra company, have little experience of being left or have previously shown signs of distress when alone, the change may be harder.

So, what might owners notice, and what can they do to help?

Pet behaviour and wellbeing

While there is a lack of data on the impact of the back-to-school period on our pets, we can draw cautious inferences from research examining changes in household routines and time spent alone.

During the COVID-19 restrictions, many dogs went from being left for part of the day to having their owners at home much more often. Harvey et al. (2022) compared reports from UK dog owners about their dogs’ behaviour before the restrictions and later in 2020.

Across the group, fewer dogs showed separation-related behaviours overall. These included behaviours such as barking or howling, pacing, house-soiling and damaging household items when left. However, around one in ten dogs developed signs they had not shown before. New signs were more common among dogs whose time alone had reduced the most.

This does not mean that spending more time with their owners caused the problem. Most dogs did not develop new signs, and the number showing separation-related behaviour fell overall. What the study does suggest is that a large change in the amount of time a dog spends alone may be relevant for some individuals. This gives us reason to consider the size of that change and the individual dog’s response, without assuming that every dog will cope or that every dog will struggle.

Other research conducted during the COVID-19 restrictions found that dogs who already showed possible separation-related signs were more likely to experience further difficulties as their owners’ routines and management changed (Sherwell et al., 2023).

The evidence relating to cats is less directly connected to time left alone. Research has identified changes in their environment, daily routine and access to familiar resources as possible sources of stress, although responses vary considerably between cats (Amat et al., 2016).

Preparing for the change

If your dog’s or cat’s routine is likely to change once school starts, here are some of my top tips to help you plan for it.

Change the timetable gradually: Where possible, begin adjusting walks, mealtimes and play before the new timetable starts. If school has already begun, small and consistent changes can still be easier for an animal to manage than a schedule that varies considerably from one day to the next.

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An automatic feeder* can help keep one mealtime consistent or move it gradually towards the new schedule. Introduce the feeder while you are at home, giving your dog or cat time to become comfortable with its sound and movement before relying on it when the house is empty. Use food from their usual daily allowance and, in multi-animal households, make sure the set-up prevents competition or one animal helping themselves to another’s meal.

For a dog or cat who is already comfortable being left, maintaining some familiar periods apart during the holidays may reduce the contrast when the house becomes quieter again. A camera can help you see whether they rest, remain watchful, pace, vocalise or show other changes after everyone leaves.

Use enrichment thoughtfully: Food puzzles*, such as lick mats, Toppls, Kongs, automatic feeders and forage toys, can provide opportunities to lick, chew, forage or work food out of an object. Introduce anything new while you are present before deciding whether it is safe to leave unsupervised. Use part of your animal’s usual daily food allowance and choose activities suited to their species, age, health and physical abilities.

Food puzzles have been used to support feeding-related behaviour in cats, although the evidence base remains relatively small and individual preferences differ (Dantas et al., 2016). A food toy can provide something enjoyable to do, but it is not a treatment for distress when left. If an animal who normally loves food leaves it untouched after everyone goes out, that may be useful information about how they are coping.

Consider daytime company: If your dog or cat enjoys company, they may benefit from a familiar person visiting during the day. A pet sitter or dog walker can provide company, toileting opportunities and access to familiar activities. Daycare may suit a dog who genuinely enjoys a group setting and can rest there comfortably. A dog who finds busy social environments tiring or overwhelming may be better suited to a familiar walker or home visit. In England, commercial dog daycare providers must hold an animal activities licence. Check your local authority’s licensing information and read my advice on choosing pet carers, including what to ask about grouping dogs, protecting rest and assessing whether daycare suits the individual.

Catch those moments of brilliance: While everyone is finding shoes, packing bags and getting through the door, your dog or cat is still learning from what happens around them.

Set aside part of their usual daily food allowance and use it to reward the behaviours you would like to see repeated. This might be your dog choosing their bed while school bags are being collected, keeping four paws on the floor when the children return, or moving away from the hallway when asked. For a cat, it might be choosing a perch or resting place away from the morning rush.

Use a familiar marker word, such as “yes”, and follow it with something they genuinely find rewarding. For example, you could set aside 50 small pieces from breakfast and use them to reward the great stuff as it happens. That is £50 deposited into their behaviour bank for the choices you would like to see again.

Further support

If a camera shows your dog repeatedly vocalising, pacing, panting, salivating, attempting to escape, damaging areas around exits, house-soiling or being unable to settle, seek advice promptly (Sherman and Mills, 2008).

Cats may show less conspicuous changes, including hiding more, eating less, house-soiling or altering how much contact they seek (Amat et al., 2016). Sudden changes in either species can have medical contributors, so speak to your vet and seek support from a registered Clinical Animal Behaviourist for an individual assessment and behaviour plan. Your vet and behaviourist can then work together where behavioural and medical factors may overlap.

You are welcome to contact me for help. If you live outside my area, the Animal Behaviour and Training Council practitioner directory lists registered practitioners across the UK.

Watch the animal in front of you: Many dogs and cats will take the new timetable in their stride, while some may make the most of the peace and quiet. Others may need more time or support. Consider what has changed, what their behaviour tells you and whether they can eat, rest and settle as they usually would. If you spot any changes or difficulty settling, get support sooner rather than later.

Back to school for dogs, too

If your dog could do with a September refresher on everyday training skills, find out more about our small-group Puppy and Dog School classes.

References

• Amat, M., Camps, T. and Manteca, X. (2016). Stress in owned cats: Behavioural changes and welfare implications. Journal of Feline Medicine and Surgery, 18(8), 577-586. https://doi.org/10.1177/1098612X15590867
• Dantas, L. M. S., Delgado, M. M., Johnson, I., & Buffington, C. A. T. (2016). Food puzzles for cats: Feeding for physical and emotional wellbeing. Journal of Feline Medicine and Surgery, 18(9), 723-732. DOI: 10.1177/1098612X16643753.
• Harvey, N. D., Christley, R. M., Giragosian, K., Mead, R., Murray, J. K., Samet, L., Upjohn, M. M. and Casey, R. A. (2022). Impact of changes in time left alone on separation-related behaviour in UK pet dogs. Animals, 12(4), 482. https://doi.org/10.3390/ani12040482.
• Sherman, B. L. and Mills, D. S. (2008). Canine anxieties and phobias: An update on separation anxiety and noise aversions. Veterinary Clinics of North America: Small Animal Practice, 38(5), 1081-1106. https://doi.org/10.1016/j.cvsm.2008.04.012
• Sherwell, E.-G., Panteli, E., Krulik, T., Dilley, A., Root-Gutteridge, H. and Mills, D. S. (2023). Changes in dog behaviour associated with the COVID-19 lockdown, pre-existing separation-related problems and alterations in owner behaviour. Veterinary Sciences, 10(3), 195. https://doi.org/10.3390/vetsci10030195.