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There is research which tells of the educational value of having a pet, such as a rabbit, in the classroom. Having an animal
in the classroom "give[s] students unique perspectives of life processes that are not provided by other modes of instruction"
(Szesze par. 1). Skills such as "observation and comparison, a sense of stewardship, and an appreciation for the unity,
interrelationships, and complexity of life" can be developed by students through a classroom pet (Szesze par. 1).
A classroom rabbit can teach children responsibility in taking care of a pet, especially if they have little experience
with live animals. Dixon and Prpick, who are science teachers, state that students who live in "larger, urban centres"
often have little exposure to live animals and that "students from small, rural communities might also have limited exposure
to live animals, unless from a farming background" (par. 3). These researchers "believe it is our responsibility
as science teachers to expose students to the world around them and encourage an active participation in it" (par. 3).
It is true that rabbits as classroom pets can potentially teach students lessons in responsibility and help them to appreciate
animals, but the harm that classroom life does to a rabbit far outweighs any benefits gained by students. Through personal
experience and research, I can say that rabbits are incredibly intelligent creatures and they require a great deal of care.
I have overwhelmingly found in books on rabbits that they thrive best when they are given space to run and play instead of
being trapped in a cage night and day. Many classroom rabbits do not get the opportunity to have free run. If they do have
the opportunity, it is often short-lived since rabbits are prey animals and find themselves terrified in settings which are
unfamiliar and noisy, such as a classroom full of children (Grosshuesch 128-129). In these situations, it is possible for
the rabbit to act defensively or to be so overcome with fear that it becomes sick.
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