UK Schools Should Offer Gambling Education

A study conducted by Demos reveals that UK residents feel UK students should be given gambling education. The realities of drug use, alcohol, and sex are already part of the curricula. Demos, an independent educational charity, revealed there were plans in place for a two-year pilot program. The program was designed to include gambling education, with a healthy dose of the risks provided to help students understand that gambling can be addictive, there are advertisements geared towards getting their attention, and ensuring students are less apt to gamble in life.

Demos Educational Charity is about bringing people together, stopping divided bridges, and helping people face problems, such as gambling addiction. Demos is not the only company who has taken on the issue of gambling.

GambleAware Charity is an industry-funded charity that is designed to help protect young adults from becoming involved in online gaming websites. They are behind the program offering the education. GambleAware provided education to 650 students in four different schools who were aged fourteen. The program began offering insight into “risky behavior” such as gambling. The idea was to encourage students to recognize the risk, weigh it against the downsides, identify manipulative behavior and impulses, as well as how to help others.

Demos Survey Claims

Demos says a year after the program was finished, they noticed a seven percent decline in how many children would play cards for money versus the year before. They also saw a three percent decrease in “at risk” students who would involve themselves in gambling activities.

According to their research finds, Demos believes the statistical changes are significant enough to warrant adding gambling education into the UK school systems. Students scored better with how to help their friends who have gambling problems after going through the class than those who did not have the program. They also show an 18 percent gain in students who are willing to discuss their gambling issues that have already formed.

Students who underwent the program were more capable of explaining “delayed gratification” and showed they have learned from the program. However, it is only an eleven percent difference between students who have the program and who did not.

The program also used a fake advertisement to identify gambling manipulations that are designed to entice people to play. The groups in the course had a better understanding of the techniques used to persuade people to play versus those who did not undergo the program.

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