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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Bias01:22

Bias

Bias refers to any tendency that prevents a question from being considered unprejudiced. In research, bias occurs when one outcome or answer is selected or encouraged over others in sampling or testing. Bias can occur during any research phase, including study design, data collection, analysis, and publication.
In statistics, a sampling bias is created when a sample is collected from a population, and some members of the population are not as likely to be chosen as others (remember, each member...

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Related Experiment Video

Updated: Jul 15, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Teachers' Perceptions of Gambling-Related Risks Among Students With Special Educational Needs: An Exploratory Study.

Megan Dobson1, Emily Arden-Close1, Constantina Panourgia1

  • 1School of Psychology, Bournemouth University, Poole, UK.

Child: Care, Health and Development
|July 14, 2026
PubMed
Summary

Teachers recognize special educational needs (SEN) students are vulnerable to gambling risks but feel unprepared to address them due to limited knowledge. Targeted training is needed to improve teacher competence in managing adolescent gambling concerns.

Keywords:
adolescencegambling‐related risksqualitative methodsspecial educational needs (SEN)teachers' awareness

Related Experiment Videos

Last Updated: Jul 15, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

  • Educational Psychology
  • Adolescent Health
  • Gambling Studies

Background:

  • Adolescent gambling prevalence is increasing.
  • Teachers often lack awareness of gambling-related risks.
  • Special educational needs (SEN) students may be more vulnerable to gambling harms.

Purpose of the Study:

  • To explore UK teachers' perceptions of adolescent gambling.
  • To investigate teachers' recognition of risks for SEN students.
  • To understand barriers to addressing gambling in schools.

Main Methods:

  • 15 UK secondary school teachers participated in online semi-structured interviews.
  • Purposive sampling was used for recruitment.
  • Exploratory interpretive analysis, specifically reflexive thematic analysis, was applied.

Main Results:

  • Teachers perceive gambling as a risk and SEN students as more vulnerable due to cognitive/social deficits.
  • Gambling is often deprioritized compared to other risks like substance use.
  • Teachers report limited training, knowledge gaps, and low confidence in addressing gambling risks, especially for SEN students.

Conclusions:

  • Targeted professional development is crucial to enhance teachers' competence in addressing gambling risks.
  • Misconceptions about adolescent gambling need challenging.
  • Specialized research and interventions are required for educational settings, particularly for SEN students in online environments.