Nikau is a gentle Labrador Retriever who began his life in New Zealand as a guide dog. After helping his first partner navigate the world, he transitioned in 2019 to working in a primary school, quickly becoming a calm and comforting presence for students.
Nikau is legally owned and cared for by the ISZL Primary School Principal, Mel Bland. In August 2024, he joined the Zug campus following a PYP Exhibition proposal from Grade 5 students who wanted a therapy dog to support the school community. For those who love animals, Nikau is a perfect example of the special bond between humans and animals, showing how empathy, companionship, and unconditional support can make school life brighter for both students and staff.
What does a typical day look like for Nikau?
Nikau settles into the Front Office for visits from children or new families visiting the school. His water bowl is refreshed and filled and students check that there are enough treats in his walk bag and toilet bags are refilled. He has a Google calendar where staff from Primary and Middle School book him in for regular sessions or for when children may need his calm presence. So no day looks quite the same except for break times when the “Dog Squad” pick him up for a sniff/walk and toileting. Mel checks his calendar for the day ensuring he has time to rest and that there are no clashes or if there is anything special he needs to be prepared for.
What’s one thing about Nikau that surprises students and staff the most?
How incredibly calm and relaxed he is – he is born to serve and knows that when he is ‘working’ he needs to be settled.
How does his background as a guide dog make him different from other dogs?
Guide dogs are carefully selected, raised and shaped to have a very specific mix of traits that most pet dogs simply don’t need. They’re chosen as puppies for calmness, confidence, low reactivity and emotional stability. Guide dogs are trained to stay focused in chaotic environments (busy streets, airports, schools) and ignore distractions like food, other dogs or people calling them. However they are also taught ‘intelligent disobedience’ where they will refuse a command if they sense danger. That level of judgment is very different from most obedience-trained dogs.
Guide dogs are people-oriented—but not needy. They bond deeply with their handler but they’re not clingy or anxious. Guide dogs are trained to be very quiet – only barking to alert their blind partners. They learn to self-settle quickly, lying down and waiting until they are needed and can relax quietly for long periods. They don’t demand constant attention as they are emotionally secure. They’re trained (and selected) to be extremely patient and comfortable doing nothing without getting bored or destructive
If Nikau could talk, what do you think he’d say about starting life at our Zug campus?
If Nikau could talk, he would say…..”I was born to serve so I’m glad to be back where I am needed – to help kids!”
Can you share a moment when Nikau made a student smile on a tough day?
There are so many moments that it is hard to identify just one. When any children are having a rough day, they are invited to come and sit with Nikau just to stroke him and feel a sense of calm. We have seen children go from extremely dysregulated to calm after a few minutes with him. We see children who have been upset about something leave with a smile on their face. The best times are when Nikau and Mel take him into classes for introduction sessions at the start of the year – the giggles and cheers and shrieks of delight when we end with a game [usually involved treats] and ‘dog kisses’ left on children’s palms.
How do students usually react when they see Nikau in the hallway or classroom?
We hear them first with a chorus of “Nikau! Nikau!” and a rush to pat him, hug him and most often kiss his head! Around the school, children can not walk past Nikau without patting him – it’s such a lovely thing to witness.
If Nikau had a “superpower” for helping students, what would it be?
Nikau knows who needs him and often goes to those students and sits at their feet. He has this amazing ability to give love to those who need it.
Are there any stories where Nikau helped staff feel calmer or more supported?
Yes! One in particular was the Grade 2 team who were having a tough week and they just needed something to lift their spirits. Nikau joined their team meeting and the staff just lay on the carpet with him to have a cuddle and finish their meeting with smiles.
Do you think having Nikau makes the school feel more like a community?
Definitely. There is a quiet magic when you have a dog on campus. It just changes the energy in a space. Nikau has quietly changed the feel of our school. He has become a shared point of connection across the whole community—pupils, staff, and even families—because they cut through hierarchy and anxiety in a really human way. Children who might not usually seek out adults for comfort often feel safe to approach a calm, non-judgemental presence, which builds trust that then extends to the adults around them.
You also see relationships shift: staff conversations become warmer, pupils look out for each other more, and there’s a shared sense of responsibility for the dog’s wellbeing that naturally encourages cooperation and kindness. Even small moments—like greeting the dog in the morning or seeing them in a corridor—create consistent, positive touchpoints that build belonging over time. For some pupils, especially those who find school overwhelming, the dog becomes a stabilising presence that makes the environment feel less clinical and more like a place where they are known and cared for. In that way, the dog isn’t just an “add-on,” but a kind of social glue—helping the school feel less like a building people pass through and more like a community people are emotionally invested in.
It’s taken a while for the school to see how much Nikau can be used and now that he is being utilised more, he makes guest appearances all the time and is always greeted with joy. He recently attended the SGIS conference, he’s always out to greet all new families at the start of the year, he was the live dog in the Middle School Musical “Annie” and I know how often he is a part of dinner time conversations with ISZL families. Nikau also attended a week long Personal Development Week with Grade 5 in Verbier – it was so cool to see how the children thought about him before each activity and took responsibility for him on mountain hikes or just during down time back at camp. High School students recently reached out and brought Nikau onto their campus as part of YFS and one of their initiatives. A Grade 11 boy who took Nikau out for a break said to me, “It was like walking around with a rock star!” because he attracted so many students.
How do students and staff know how to interact with him safely and kindly?
We have information we share with staff at the beginning of year. Teachers also invite Mel and Nikau in for introduction sessions at the start of the year so children know how to behave around him. Our Grade 3 – 5 “Dog Squad” also support children with what to do when Nikau is out at breaks. Lastly, information is on our school website.
Teachers also reach out when they would like to utilise Nikau in their classes but they might be unsure how to or need some advice.
What’s one rule everyone at school should know about spending time with a therapy dog?
Let the dog choose you—after the adult says it’s okay. That keeps it simple:
- Ask first
- Move calmly
- Respect the dog’s space if they’re resting or working
What advice would you give other schools thinking about adding a therapy dog?
If a school is considering adding a therapy dog, the most important advice is to approach it as a structured, purposeful intervention rather than a “nice extra.” It should be introduced with a clear understanding of what need it is intended to meet, such as supporting emotional regulation, reducing anxiety, improving attendance or building confidence in reading, rather than simply because it feels like a positive addition. Safeguarding must be central with clear policies, risk assessments, trained and vetted handlers and constant supervision to ensure consistency and safety for pupils and staff. Equally important is the welfare of the dog which needs proper boundaries, limited working hours, access to a quiet retreat space and ongoing health monitoring so it is not overwhelmed or overused.
Schools also need to consider inclusivity carefully, as not all children will be comfortable around dogs due to allergies, fears, or cultural factors and alternative arrangements should always be in place. Staff training is essential so that interactions are safe, predictable and well-managed, and the programme should be fully embedded into existing pastoral or support systems rather than operating as an informal add-on.
Finally, schools should evaluate impact properly through pupil voice, behaviour data, attendance trends and wellbeing indicators, ensuring the initiative is genuinely making a difference. When these elements are in place, a therapy dog can be a powerful way to support the whole child, strengthening emotional wellbeing and connection in meaningful, lasting ways.