A new school year brings new teachers, new classes, and new opportunities to learn. For some students, it may also bring an uncomfortable discovery: animal dissection is part of an upcoming science course.
If you or your child does not want to participate in dissection, the best time to speak up is before the activity reaches the classroom. Starting the conversation early gives students, parents, and teachers more time to find an alternative that meets the course’s learning objectives without harming animals.
Here are the steps students and parents can take to prepare for a school year without dissection.
1. Find out whether dissection is planned
At the beginning of the school year, review the course syllabus, class website, or other materials provided by the teacher. Look for references to dissection, preserved specimens, anatomy labs, or hands-on laboratory activities.
If the syllabus is unclear, ask the teacher directly. A simple question such as, “Will students be expected to participate in animal dissection this year?” can help you understand what is planned and how soon you may need to request an alternative.
Do not wait until the day of the activity. Raising the issue early makes it easier for the teacher to plan an appropriate assignment and shows that the request is thoughtful, serious, and focused on learning.
2. Start a respectful conversation with the teacher
For many students, approaching a teacher can feel like the hardest part. It is important to remember that asking for an alternative does not mean asking to skip an assignment or avoid learning the material.
Students can explain that they want to meet the same academic requirements through a humane option. They may choose to say:
“I understand that dissection is planned for our class. For personal, moral, or religious reasons, I do not want to participate. I would like to complete an alternative activity that allows me to learn the same material. Can we work together to identify an option you would approve?”
Students who are uncomfortable having this conversation in person can begin with an email. BioLEAP’s Action Packet for Students includes a sample message, helpful talking points, and guidance for responding to common concerns about dissection alternatives.
Parents and guardians can help students prepare for this conversation or contact the teacher with them. Depending on state or district rules, a formal request from a parent or guardian may be required.
3. Know the policies that protect students
Students in many parts of the country are protected by laws or policies that allow them to choose an alternative to animal dissection. These protections vary by state and school district, so it is important to understand what applies in your community.
Check out BioLEAP’s student choice map to find information about student choice laws, statewide policies, general opt-out provisions, and other directives.
If your state does not have a specific student choice law, do not assume that dissection is mandatory. Your school district may have its own opt-out policy. Review the district’s website, student handbook, curriculum policies, or procedures for raising a concern about classroom activities.
No state board of education requires participation in animal dissection as a condition of graduation, and colleges and universities do not require prospective students to have participated in dissection for admission.
4. Come prepared with an alternative
Teachers may be more receptive when a student does more than say no. Offering practical alternatives can turn a potentially difficult conversation into a collaborative one.
Humane anatomy tools can include:
- Reusable three-dimensional models
- Synthetic specimens
- Interactive digital programs
- Virtual dissections
- Augmented reality tools
- Videos, diagrams, and paper dissection models
These alternatives can still provide engaging, hands-on instruction. Some synthetic models can even be opened and explored with tools in ways that recreate parts of the traditional lab experience.
Students and parents can use BioLEAP’s searchable Product Finder to identify options based on grade level, species, subject, and format. Sharing a few appropriate choices with the teacher can make it easier to agree on a replacement activity.
5. Make the case for humane learning
Some educators may believe that animal dissection is necessary to understand anatomy or prepare for future science courses. The evidence tells a different story.
A systematic review involving NAVS examined 20 studies comparing animal dissection with non-animal teaching methods. In 19 of the 20 studies, students using non-animal models performed at least as well as students who participated in dissection. In most of those studies, students using the alternatives performed better.
Humane tools also allow students to repeat activities, work at their own pace, and review anatomical structures more than once. Unlike preserved specimens, many models can be used year after year, making them economical for schools over time.
Most importantly, humane alternatives allow students to remain fully engaged in science without asking them to set aside their ethical beliefs, religious convictions, sensory needs, or concern for animals.
Learn more about the educational benefits of dissection alternatives and the broader concerns surrounding animals used in life sciences education.
6. Build support if your first request is denied
If a teacher is initially unwilling to provide an alternative, ask why. Understanding the concern will help you respond with relevant information about educational effectiveness, cost, available products, or student choice policies.
Students should also involve a parent or guardian and consider speaking with:
- The science department chair
- A school counselor
- A dean or assistant principal
- The principal
- A district curriculum administrator
- The superintendent or school board
Keep copies of emails and written requests, especially if a state or district policy protects the student’s choice.
Classmates may also share similar concerns. A respectful request supported by several students and families can show school leaders that humane alternatives would benefit more than one individual.
7. Help remove funding as a barrier
Sometimes a teacher supports humane learning but believes the school cannot afford new materials. BioLEAP can help address that concern.
The BioLEAP Classroom Grant provides eligible U.S. educators with up to $1,000 in humane anatomy tools, including synthetic specimens, physical models, and digital resources. Students cannot apply directly, but they can share the program with a teacher or administrator.
Because many humane models are reusable, one grant can support students for years while reducing the need to purchase new animal specimens for every class.
Your voice can help change the classroom
Choosing not to dissect does not mean choosing not to learn. It means asking for an educational experience that reflects both scientific goals and respect for animals.
One student’s request can also create opportunities for many others. When a teacher introduces a humane alternative, that tool may remain in the classroom for future classes, helping more students participate comfortably while preventing animals from being killed for dissection.
As students return to school, now is the time to review upcoming coursework, learn about local protections, and begin the conversation. Students and parents do not have to navigate that process alone. Visit the BioLEAP Students and Parents resource center for practical tools, guidance, and support.
If you have exhausted the available options and still need help securing a humane alternative, contact the NAVS BioLEAP team at bioleap@navs.org.
