Session Outline

Student populations are increasingly identified as particularly vulnerable to gambling harms (Ygam & GAMSTOP, 2024; 2025; Zolkwer et al., 2022; Nowak, 2018). These harms are now widely recognised as affecting student well‑being, academic success, and belonging (Nowak, 2018; Ygam & GAMSTOP, 2025). Ygam, the UK’s leading charity dedicated to preventing gaming and gambling harms among children and young people, has established a University and Student Engagement (USE) programme that places student voices at the centre of harm prevention. Between January 2023 and March 2025, the USE programme trained 1,178 professionals in UK HE institutions, with an estimated student reach of 212,239. It has also trained 1,170 students directly and attended 83 student‑focused events across 47 institutions. Reflections on this programme offer a lens through which to consider how personal tutoring and advising can respond to emerging challenges in student life.

The presentation will focus on four key areas of Ygam’s USE programme:

1. National Student Gambling Survey – Findings from Ygam’s annual survey, delivered with GAMSTOP and Censuswide, will be shared. 2026 marks five years of reporting, capturing the voices of 10,000 students and presenting trend analyses and regional spotlights on gambling harms across campuses. Insights include the influence of cryptocurrencies, social media, monetisation in games, and gaming behaviours, alongside academic, financial, and social impacts. These findings highlight the importance of tutoring and advising that is responsive to contemporary student realities.

2. Strategic Impact Matrix – Developed through an 18‑month external evaluation, this model clarifies the prevention‑to‑intervention continuum for gambling and gaming harms in universities (Gleave & Latif, in preparation). Discussion will explore how the model can be adapted to other risk‑taking behaviours and integrated with wider harm‑prevention strategies across campuses. The role of personal tutoring and advising will be considered within this continuum, alongside peer‑led initiatives that reduce barriers to engagement.

3. Volunteer Student Ambassadors (VSAs) – VSAs contribute lived experience to programme development, research, and decision‑making. Acting as advocates for harm prevention and wellbeing, they raise awareness across campuses and embed prevention education into everyday student experiences. Their co‑created initiatives minimise barriers to support, enhance engagement, and empower students to positively influence their communities.

4. Peer‑to‑Peer Pilot at Manchester Metropolitan University – Findings from a pilot using peer identification and brief advice will be shared (Ygam & Manchester Metropolitan University, 2025). This approach equips students to recognise signs of harm among peers and provide supportive, non‑judgemental interventions. By fostering peer‑led support, the model strengthens mental health and belonging. Recommendations for adopting and adapting the approach across other campuses will be discussed.

By situating these practices within the UKAT conference themes, the presentation will demonstrate how personal tutoring and advising can be strengthened through student‑led approaches to harm prevention. It will highlight practical strategies for embedding gambling and gaming harm awareness into student support structures, ensuring tutors and advisors are equipped to respond to emerging challenges. Crucially, the session will emphasise how empowering tutors and advisors provides a structured layer of support, while peer‑to‑peer initiatives offer relatability and immediate connection. Together, these channels create a multi‑layered system of gambling harm prevention that fosters resilience, belonging, and engagement across higher education.

Learning Outcomes

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