Arty, your programme focuses on teens rather than active gamblers. Why is early intervention so critical?
We know that the earlier someone starts gambling, the worse the long-term outcomes tend to be. Exposure is happening younger than many adults realise. Loot boxes and gambling- adjacent experiences are now built into video games, and a recent Common Sense Media study found that about a quarter of 12-year-old boys reported gambling, rising to roughly half by age 16.
Early intervention matters because adolescents are still developing the executive functioning systems tied to impulse control, risk assessment and long-term decision making. If we can help students understand probability, risk and cognitive bias before harmful habits form, we have a much better chance of preventing serious problems later.
Tere are multiple awareness campaigns in existence. What’s fundamentally different about your approach?
Most awareness campaigns focus on the emotional and financial consequences of gambling addiction. Tose messages are important, but my approach is different. I use data, probability and statistics to address what I believe is the central cognitive bias in youth gambling: the illusion of control.
Many teenagers believe sports betting is a skill-based activity and that they can consistently outperform sportsbooks over time. A Siena College and St. Bonaventure study found that 82 per cent of young gamblers believed they would be profitable in the long run. After my presentation, only about 10 per cent of respondents believe they can beat the house.
My goal is not simply to warn students. It is to change how they think.
How early are young people now being exposed to gambling concepts through sports, social media and gaming ecosystems?
Te exposure begins remarkably early. Video games often include gambling-like mechanics, most notably loot boxes, to keep young people engaged. Sports culture has also changed dramatically. One study of Game 5 of last year’s Stanley Cup Final found that a gambling logo appeared, on average, every 13 seconds.
Many adults grew up viewing gambling as a vice. Today’s generation is more likely to encounter it as entertainment, fandom and even financial opportunity.
A core part of your session is expected value. How do you translate a concept like that into something a teenager understands?
I rely heavily on 30 years of classroom experience. I start with the simplest possible example: a fair bet. Students immediately understand a coin flip where both sides have equal risk and reward. From there, I gradually introduce more complexity and connect the maths to real sports betting markets.
Once students understand that expected value is simply a long-term mathematical average, they begin to see gambling differently. Te key is making the mathematics visual, interactive, story-driven and connected to situations they already recognise.
Do simulations change behaviour in a way that traditional education doesn’t? What happens when students see long- term outcomes play out?
Absolutely. Simulations are incredibly powerful teaching tools. Expected value can feel abstract, especially to younger audiences. Tat is why I use simulations throughout the presentation.
When students watch thousands of bets play out on the screen in a few seconds, the maths becomes real. Almost every time I run a simulation, there is an audible reaction from the audience. Students begin to understand that short-term wins are common, but long-term profitability is virtually impossible when the odds consistently favour the house.
If a picture is worth a thousand words, a well-designed simulation may be worth a million.
Cognitive bias plays a major role in gambling decisions. Which biases are most important for young people to recognise early?
Te illusion of control is the most important one. Many teenagers believe they can beat the house in the long run. Te data strongly suggests otherwise.
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