New resources to help schools tackle the rise of youth gambling

From loot boxes and sports betting to social media influencers, students in Aotearoa New Zealand are increasingly exposed to gambling, often in subtle, unexpected ways. To help schools respond, Tūturu, a student wellbeing initiative, has developed a suite of free, curriculum-aligned resources to support students’ critical thinking about gaming and gambling.

At Christchurch Boys’ High School, health teacher Patrick Coady says gambling-related behaviour had been turning up in class discussions long before the school had any formal material to address it.

“As a department, we noticed that gambling language and behaviour was becoming more common. Whether it was ‘if you miss this kick, you owe me a pie,’ or underage sports betting accounts, we wanted students to understand the risks and be able to think critically,” he says.

That’s where Tūturu came in – a free initiative that empowers schools to take a whole-school approach to student wellbeing. The aim is to encourage early, meaningful conversations that reduce harm before it escalates.

In the Ministry of Health’s Strategy to Prevent and Minimise Gambling Harm (2022/23 to 2024/25), young people were identified as a priority group for the first time.

This led to Tūturu seconding Abby Popham, health promoter at national gambling harm support service PGF Services, to develop a suite of gambling and gaming resources for schools, and commissioning the New Zealand Council for Educational Research to conduct a literature review on youth gambling. “That review showed young people need skills to navigate constant gambling exposure,” says Abby.

“It confirmed schools must play a key role through culturally responsive, sustained approaches like Tūturu, alongside broader public health efforts limiting youth access.”

In response, Tūturu and PGF Services worked with researchers and curriculum specialists to develop a suite of classroom-ready resources for secondary schools, including a cross-curricular teaching resource, professional development tools and a short e-learning module.

Tūturu director Jude Woolston says she’s delighted Tūturu is now able to offer schools resources that cover a broader range of wellbeing issues.

“The health issues students bring to school are often interconnected. Tūturu began with a focus on alcohol and other drugs but we’ve gradually expanded to include topics like digital harms, energy drinks and, most recently, gaming and gambling.”

A growing and often hidden problem

Abby explains that youth gambling is increasing at a rapid rate and is now deeply embedded in young people’s lives through games, social media and constant advertising.

A major driver is ‘gamblification’, the spread of gamblinglike mechanics such as loot boxes and pay-to-win systems that blur the line between gaming and gambling.

“We’ve seen a huge increase in exposure over the past 12 to 18 months, both in available products and how media and influencers talk about them,” says Abby.

Recent data backs this up. The New Zealand Gambling Survey 2023/24 shows that while overall gambling rates are lower among 15 to 24-year-olds than older groups, young men are engaging in some of the riskiest behaviours. Nearly a quarter (23.1 percent) reported using pokies in pubs or clubs in the past year, almost twice the national average.

What are the harms?

At its most harmful, gambling can lead to debt, deception, violence and school disengagement. “We’ve seen cases where school fights have been linked to gambling,” says Abby.

Online, gambling is often framed as a quick path to wealth. “Gambling sells hope,” she says.

“Some young people see it as a potential career and some uni students turn to it when money is tight. But what’s portrayed online is all about big wins, not the reality.”

PGF Services director of advocacy and public health Andree Froude says prevention is key to reducing gambling harm.

“What harm looks like is different for everyone – from financial harms to mental health impacts. Peer pressure can play a role, especially where betting is seen as normal and just part of the game.”

Andree worries many don’t seek help. “We’re hearing more anecdotal reports of students talking about gambling, even at school. One example involved students in uniform on a bus, openly discussing bets on upcoming football matches.

“It shows how normalised gambling is becoming among teens, before they fully understand the risks.”

A practical, flexible response for schools

Maria Perreau, social studies teacher and national network facilitator at Aotearoa Social Studies Educators’ Network (ASSEN), led the new resources’ curriculum development and wrote the social studies activities.

She says the team took a collaborative approach, using an inquiry-based learning model to guide the design, “The approach needed to build critical thinking skills and the ability to look at and use evidence.”

Insights from young people were also incorporated, drawing on the latest CensusAtSchool data about students’ attitudes and experiences with gaming.

The resources are flexible, allowing teachers to dip into what suits their programme or take a collaborative, crossdepartmental approach.

“Having a team meeting across departments or taking an integrated approach would be really powerful,” says Maria.

“Each of the inquiries and the lessons within them have clearly signposted learning intentions and key knowledge outcomes.”

She encourages teachers to explore the full suite and take time to see the depth and adaptability they offer.

“Take a team approach, be collaborative. It’s a great opportunity to start some really important conversations.”

A different angle

Patrick says the support Christchurch Boys’ High School received from Tūturu has been invaluable.

“Their cross-curricular approach helped students see the topic from different angles. It also gave us confidence as teachers to engage with a topic that doesn’t always get talked about in schools.”

Rolleston College has also used the new materials. Advisory leader Erin Chamberlain says engagement was strong across year levels.

“The gaming and gambling resource was immediately relevant for our students and many of our students engaged quickly … showing just how widespread the themes are.

“As a school, we appreciated the range of resources included. We could tailor lessons to suit different students, and the real-world examples helped make the learning meaningful.”

How to get started

If your school or kura is in a region with a Tūturu lead, they’re the best first point of contact.

If you’re just starting out, e-learning is a great way to see if Tūturu aligns with your values.

Explore and download the free resources at tuturu. org.nz/gambling or contact admin@tuturu.org.nz

What resources are available?

For teaching staff:

• Cross-curricular, classroom-ready lessons in social studies and maths and statistics

• Health Education resources encouraging critical thinking surrounding the advertising of gaming and gambling

• A short e-learning module on youth gaming, gambling and social media use

• Professional development workshop on addressing gaming and gambling in youth wellbeing.

For school leadership:

• Workbook for Boards on a whole-school approach to wellbeing, including gaming and gambling.

Also available:

• An animated video showing a young person’s journey from wellbeing to addiction, with workshop guide

• Short videos introducing the teaching resource, usage tips, school experiences and support options.

About Tūturu

Tūturu is led by NZ Drug Foundation Te Puna Whakaiti Pamamae Kai Whakapiri. It bridges health and education through a whole-school approach to wellbeing focusing on school climate, pastoral care, professional development and curriculum resources.

Tūturu has regional leads who work with schools in Ōtepoti | Dunedin, Ōtautahi | Christchurch, Waikato, and Tāmaki Makaurau | Auckland.

The aim is to help schools build connected, supportive environments while strengthening students’ critical thinking and health literacy. Rather than rely on one-off interventions, Tūturu helps schools embed wellbeing into everyday practice and address issues students face early, whether that’s related to alcohol and other drugs, gambling, or online harm.