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Due to the recent pandemic, more students than ever are learning through remote instruction which may indicate more students having higher anxiety. The purpose of this study is to examine student’s anxiety through remote instruction and the effect emotional support animals have on anxiety reduction. This study was performed on 15 college students participating in remote instruction. They were given a pre-and post-survey assessing their anxiety while doing homework. One group had no emotional support animal, one with a traditional emotional support animal, and one with a virtual emotional support animal. The data from the study shows that emotional support animals are beneficial in reducing anxiety. Nearly every participant had increased anxiety during the remote instruction and reported reduced anxiety after using an emotional support animal. The use of virtual or traditional emotional support animals did not make a difference in the reduction of anxiety.

Technology