One of the most important findings from our survey to NZ schools was an urgent need to educate teachers and school administrators about the current laws and regulations in NZ.
In fact, 30.9% of participating schools were not familiar with any regulations regarding animal use in schools.
There is plenty of scientific evidence showing that non-animal methods have many advantages to animal dissections and harmful animal experiments for teaching children about anatomy and physiology.
Benefits for Students
A safer, more inclusive learning space: Many students feel (and often justifiably so) that they have to participate in whatever teaching exercises their teachers give them, even if they have serious ethical, cultural, or religious objections.
This can lead to a student loosing motivation to study biological topics, or performing the animal teaching exercise against their conscience.1 The students who feel they have the academic freedom to say no, can be left with unhelpful emotions that impact their mental well-being.
Concerns may not always be shared with their teacher, but studies show that many students would opt for something else given a true choice. Sadly, peer pressure and persuasion by authority figures play a role in the decision.2
Animal-free teaching methods remove these ethical dilemmas for students – they can learn more effectively while not being distressed about participating in unethical exercises.
Encouraging compassionate future scientists: Harming animals can have negative emotional effects. Students that perceive dissections as a negative experience are usually uninvolved in the processes,3 decreasing their chances of learning well.
They may find the act of dissection disturbing, requiring the students to develop some amount of desensitisation and coping mechanisms. For example, emotional distancing, light-hearted humour or engaging in the mutilation of the “specimens.”4
Students who don’t enjoy animal dissections can be put off a career in science entirely.5 Whereas animal-free teaching methods have shown positive effects on learning and motivation.6
Better learning outcomes for students: Students often perform just as well, if not better, when using alternative methods to animal dissections.
These alternatives can be repeated to consolidate learning without the distress of harming animals.
A literature review on independent peer-reviewed studies that have compared the teaching efficacy of animal versus non-animal teaching methods proofed this advantage. The results showed that 19 of 20 studies concluded that students learn equivalently or better using non-animal teaching methods. So, in many cases, the animal-free option enhances student learning.7
Similar results were found in literature comparing “traditional” harmful animal use and “humane” teaching methods, with 90% of the 50 publications indicating equal or superior results with animal-friendly teaching.8
Benefits for Animals
Animals are saved: Some animals are bred and killed for the sole purpose of being used in animal dissections. If an alternative is used instead, these animals can be rehomed or never be bred for this purpose in the first place.
Kindness and empathy towards animals are encouraged: Dissecting animals may also teach students that the right, and perhaps only way to study biology, is to kill animals and take them apart, which we know isn't true. Using animals in this way also contains the underlying message that humans have the right to use the bodies of sentient beings who have less power in some way is acceptable.
It's important that children learn to have compassion for animals and recognise each animal's inherent worth.
Benefits for Environment and Budget
Animal-free models can be re-used many times, and, in many cases, software can be used indefinitely, making these options more sustainable and cheaper in the long run.9
If you must use Animals: Rules to follow
Under the Animal Welfare Act 1999, research, testing and teaching involving manipulating live animals may require ethics approval. This requirement applies to animals used in schools and school activities.10
Dissections performed as part of a school’s curriculum should be in line with the Code of Ethical Conduct, overseen by the Schools' Animal Ethics Committee of the New Zealand Association of Science Educators (NZASE).
The NZASE Code of Ethical Conduct encourages teachers to consider using computer-generated and 3-dimensional models as a replacement for animal remains in teaching situations that require dissection.11
If you are using animals for teaching purposes beyond routine care for classroom pets, you likely need to apply for approval from the Schools’ Animal Ethics Committee.
Not getting the required approval is a breach of the Animal Welfare Act. Retrospective approval will not be given under any circumstances!
It is your responsibility to check about a project requiring ethics approval beforehand.12
The New Zealand Schools’ Animal Ethics Committee (NZASE) has many great resources to help you determine if you need approval.13
You can find more information about the use of animals in your teaching and a guide on applying for ethics approval on their website.
The Ministry of Education's guidelines state that all material for dissections must be obtained from a reputable source and suggests a web-based dissection as an alternative for students who do not wish to participate in the activity.14
The Code of Professional Responsibility sets out the high standards for ethical behaviour that are expected of every teacher. The Standards for the Teaching Profession describe the expectations of effective teaching practice.15
The Code and Standards apply to every certified teacher, regardless of role or teaching environment, and to those who have been granted a Limited Authority to Teach. Together they outline what it means to be a teacher in Aotearoa New Zealand.
The code includes commitments to
- providing high-quality and effective teaching
- promoting the well-being of learners and protecting them from harm
- engaging in ethical and professional relationships with learners
- promoting inclusive practices to support the needs and abilities of all learners
- being fair and effectively managing my assumptions and personal beliefs
- promoting and protecting the principles of human rights, sustainability and social justice.
In summary, teachers have a duty to choose the most ethical and compassionate option available to teach the tamariki in their care.
