Are teens more susceptible to certain gambling-related misconceptions than adults, or are they simply exposed to them earlier?


I believe both are true. Teenagers are exposed earlier, but they are also more vulnerable to overconfidence and impulsive decision making.


Adolescents are still developing the cognitive systems tied to risk evaluation. Gambling environments are specifically designed to punish people who misunderstand risk.


How do you address the gap between understanding the maths and actually changing behaviour in the moment?


Tat is one of the biggest challenges in all prevention work. Information alone does not always change behaviour.


We know from other areas of prevention education that simply telling students “never do this” is often ineffective. It is unrealistic to believe that no young person will ever place a bet. My goal is to help students slow down, think probabilistically and recognise when emotion is overriding logic.


What gives me optimism is the feedback I receive months later. My favourite compliment is when someone tells me: “I think of your speech every time I go to place a bet.”


Tat tells me the presentation created a mental pause between impulse and action.


Is there a risk that teaching gambling mechanics could inadvertently normalise or even encourage interest?


It is a fair question, and one I take seriously. But I would argue the greater risk is leaving young people uninformed.


Many students already believe they can beat the system. Education replaces misplaced confidence with mathematical skepticism. I am not teaching students how to gamble. I am teaching them how probability works, how cognitive bias influences decision making and why highly efficient betting markets are so difficult to beat over time.


What role should operators and sports organisations play in supporting this kind of education, and should it be voluntary or mandated?


I’d like to see operators and sports organisations help finance this type of education. It is in their long-term interest, and it is also the right thing to do.


Young people are constantly being asked to evaluate risk, probability, prediction models and uncertainty. In the modern world, financial literacy must include gambling education.


Right now, there’s a major mismatch between the scale of legalised gambling and the resources devoted to prevention and education. Even though gambling disorder affects millions of Americans, public funding for gambling services remains dramatically lower than funding for other addictions.


As gambling becomes more normalised through sports culture and media, education needs to become part of the infrastructure surrounding it.


Could programmes like this realistically scale across school systems, or are they still too resource intensive?


I believe they can scale, especially because this work overlaps with broader efforts to bring data science into education. We live in a world that punishes people who do not understand probability and prediction. Students need those skills to make better decisions in an economy increasingly shaped by algorithms, speculation and uncertainty.


Part of the long-term solution is helping students become more comfortable thinking about probability, uncertainty and risk. Tose are no longer niche academic concepts. Tey are essential life skills, and we need to teach them.


If this approach is successful, what does better-informed behaviour look like five years down the line, both for individuals and for the industry?


Success would mean young people understand gambling for what it is. If they choose to gamble, they should see it as an entertainment cost, not as a reliable way to make money. Tey should understand the risks, recognise the warning signs of problem gambling and approach betting with far more skepticism than confidence.


For the industry, success means treating education as part of a long-term sustainability plan. An industry built on informed consumers is ultimately healthier than one built on unrealistic expectations.


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