Pursuant to Chapter 192 (2022 Acts of Assembly), instruction concerning gambling and the addictive potential thereof shall be provided by the public schools as prescribed by the Board of Education (hereinafter Board). In fulfillment of this requirement, the Board approved the Guidelines for Instruction on Problem Gambling and Addictive Potential Thereof (hereinafter Guidelines) to support school divisions with instruction on how to recognize symptoms of problem gambling and prevent risky youth gambling and risky youth gaming. The Guidelines include terminology, definitions, and resources to provide broad-based support and educate teachers and parents or guardians about youth problem gambling and the addictive potential thereof.

Research shows that problem gambling co-occurs with other risky behaviors for children and adolescents, including smoking, alcohol use, and drug use. While typically thought of as an adult issue, there are several ways that youth under the age of 18 might engage in gambling, including online gambling, social gambling, illegal street gambling, and video games with gambling elements. With regards to online and video game gambling, there are several types of games on mobile apps that could potentially foster gambling addiction in children. These games are not considered to be the same as traditional gambling; however, they can still be addictive and harmful, especially for youth in their formative years, and may include games with loot boxes, casino-style games, social casino games, and games with in-app advertisements. As gaming and gambling become more normalized in American society, it is important to keep in mind that a percentage of youth in Virginia will experience problems.

The goals of the Guidelines are to prevent potential addiction, to avoid tragic outcomes that may occur for individuals who begin gambling young, and for educators to proactively engage in preventative measures that can support children in choosing options other than gambling. These goals are addressed by extending prevention education efforts aimed at alcohol, tobacco, drug use, and antisocial behaviors to youth gambling by encouraging school-based life skills training and providing actionable recommendations for optimizing health literacy, empowering teachers, encouraging collaborative supports, and implementing evidence-based culturally responsive instructional resources aligned with the Health Education Standards of Learning. Moreover, the guidelines recognize the central role of the teacher and parents and were developed in consultation with educators, behavioral health professionals, and other subject matter experts.