Safeguarding Steps When You Suspect a Pupil Is Gambling

If you suspect a pupil is gambling, treat it as a safeguarding concern and follow your school's child protection procedures. Gambling harm can affect a young person's mental health, finances and relationships, and early intervention makes a difference. This guide sets out the steps education staff can take, how to document concerns and where to refer for specialist support. Transformation Trust provides resources for schools, parents and young people navigating gambling harm.

Recognising the concern as safeguarding

Gambling harm in young people is a safeguarding matter. It can indicate financial exploitation, emotional distress or exposure to adult content. Schools have a duty to act on concerns about a child's welfare, and gambling harm falls within that responsibility.

You do not need proof before raising a concern. Staff who notice changes in behaviour, hear a pupil discussing betting or observe unexplained spending should record what they have seen and pass it to the designated safeguarding lead. The threshold for action is reasonable concern, not certainty.

Why gambling harm is a child protection issue

Young people who gamble are at risk of debt, anxiety and withdrawal from school life. Some may borrow from peers or take money without permission. Others experience shame or fear around losses, which can lead to isolation or deteriorating mental health. These risks make gambling harm a welfare concern that schools must address.

Initial steps for teaching and support staff

When you first suspect a pupil may be gambling, your priority is to observe, record and refer. Do not investigate on your own or promise confidentiality you cannot keep. Follow these steps to ensure the concern is handled appropriately.

1. Record what you have observed: note the date, time, location and specific behaviour or conversation that raised concern. Write exactly what the pupil said or did, without interpretation or judgement.
2. Pass the concern to your designated safeguarding lead: do this on the same day if possible. Hand over your written record and any context about the pupil's recent behaviour or circumstances.
3. Do not interrogate the pupil: asking open questions such as "How are things going?" is appropriate, but do not press for details about gambling activity or losses. That conversation belongs to trained safeguarding staff or specialist services.
4. Maintain usual pastoral contact: continue to be a supportive presence for the pupil. Avoid withdrawing or treating them differently while the concern is being assessed.

What to include in your written record

Your record should capture facts only. Include the pupil's own words in quotation marks where possible. Note any physical signs such as distress, tiredness or avoidance of peers. Record whether the pupil mentioned specific platforms, apps or friends involved in betting. Avoid words like "I think" or "probably" – stick to what you saw and heard.

The role of the designated safeguarding lead

Once a concern reaches the designated safeguarding lead, they assess the level of risk and decide on next steps. This may involve speaking with the pupil, contacting parents or carers, or referring to external agencies. The lead will review any previous concerns, consider the pupil's age and vulnerabilities, and determine whether immediate action is needed.

In some cases, the lead will arrange a conversation with the pupil to understand the extent of their gambling and any associated harm. This conversation is non-judgemental and focused on the pupil's wellbeing. The lead may also consult with external services such as young people's gambling support organisations for guidance on appropriate interventions.

When to involve parents and carers

Schools usually inform parents or carers when a safeguarding concern arises, unless doing so would place the child at greater risk. If a pupil has been gambling, parents need to know so they can support their child and take steps such as setting up parental controls or accessing specialist help. The designated safeguarding lead decides when and how to make contact, and may invite parents in for a meeting to discuss the concern and agree on a support plan.

Referral pathways for gambling harm

Schools can refer pupils to specialist services that support young people affected by gambling. These services provide one-to-one counselling, group support and practical advice on managing debt or stopping gambling. Referrals are usually made by the designated safeguarding lead, sometimes in collaboration with the school nurse or pastoral team.

GamCare offers support for young people through its helpline and online chat. The National Gambling Helpline (0808 8020 133) is free and available every day. Gordon Moody provides residential and online treatment for those with severe gambling problems, including young people over the age of sixteen. BeGambleAware at https://www.begambleaware.org has information for families and professionals on recognising and responding to gambling harm.

If the pupil is experiencing mental health difficulties linked to gambling, the school may refer to the local Child and Adolescent Mental Health Service. Where financial harm is severe or the pupil is at risk of exploitation, the designated safeguarding lead may contact children's social care. Each referral should be documented and followed up to ensure the pupil receives the support they need.

Documenting concerns and actions taken

Accurate documentation is essential in safeguarding cases. Every concern, conversation and decision should be recorded on the school's safeguarding system. This creates a timeline that informs future decisions and protects both the pupil and the staff involved.

Records should include the name of the person who raised the concern, the date and time it was reported, a summary of the concern, and the action taken by the designated safeguarding lead. If a referral is made to an external service, note the organisation, the person spoken to and any advice given. Keep these records confidential and store them in line with your school's data protection policy.

Reviewing and monitoring progress

After a concern is raised and action is taken, the designated safeguarding lead should monitor the pupil's progress. This may involve regular check-ins with the pupil, updates from external services, or conversations with teaching staff who see the pupil daily. If the situation does not improve or new concerns emerge, further referrals or interventions may be needed. Monitoring ensures the pupil is not left without support and that the school's response remains appropriate to the level of risk.

Supporting the pupil in school

While external services provide specialist help, the school plays a key role in creating a safe and supportive environment for the pupil. This includes maintaining normal routines, offering pastoral support and ensuring the pupil knows they can speak to trusted adults without fear of punishment.

Teaching staff can help by being aware of triggers that may be linked to gambling, such as discussions of betting in peer groups or access to devices during unstructured time. If the pupil has been borrowing money or showing signs of distress around losses, staff can gently redirect them to appropriate support. The aim is to reduce isolation and remind the pupil that help is available.

Educating peers without singling out individuals

Schools can use PSHE lessons or assemblies to teach all pupils about gambling risks, without naming or referring to individual cases. Topics might include how gambling products work, why they are age-restricted, and where young people can get help if they or a friend are struggling. This approach normalises conversations about gambling harm and reduces stigma, making it easier for pupils to seek support when they need it. You can find practical teaching approaches in our guide on teaching gambling risks in schools.

Working with parents and carers

Parents and carers are often the first to notice changes at home, and they need clear information about what the school has observed and what they can do. The designated safeguarding lead should explain the concern in plain language, avoid jargon, and offer practical next steps such as setting up parental controls or contacting a helpline.

Some parents may feel shocked, guilty or defensive when told their child is gambling. The school's role is to remain calm, non-judgemental and focused on the pupil's welfare. Providing written information about gambling harm and support services can help parents take action once the initial conversation is over. Our article on talking to your child about gambling offers strategies that parents can use at home.

Understanding the barriers pupils face

Young people may not ask for help with gambling harm because they feel ashamed, fear getting into trouble, or believe they can win back losses on their own. Some worry about their parents' reaction or do not recognise that their gambling has become harmful. These barriers mean that staff may need to initiate the conversation rather than waiting for the pupil to come forward.

Creating a school culture where pupils feel safe discussing difficult topics makes early intervention more likely. This includes training staff to respond with empathy rather than punishment, ensuring pupils know who to speak to, and normalising the idea that asking for help is a sign of strength, not weakness.

Comparing response options for different levels of concern

Preventative measures schools can put in place

Schools can reduce the risk of gambling harm by teaching pupils about how gambling works, setting clear policies on device use, and creating an environment where pupils feel comfortable seeking help. Preventative work is more effective than responding to harm after it has occurred.

Staff training on recognising gambling harm ensures that concerns are identified early. Policies on mobile phone use during the school day can limit access to gambling apps. PSHE curricula that cover gambling risks, peer pressure and financial literacy give pupils the knowledge they need to make informed choices. Schools can also involve parents through workshops or written guidance on setting up parental controls and talking to young people about gambling. Our guide on setting up parental controls offers step-by-step instructions for families.

Getting help and ongoing support

If a pupil is gambling, early intervention can prevent deeper harm. Education staff play a vital role in identifying concerns, documenting them and ensuring the pupil is connected to appropriate support. Schools do not need to manage gambling harm alone – specialist services are available to help young people and their families.

GamCare provides counselling and support through https://www.gamcare.org.uk and the National Gambling Helpline on 0808 8020 133, which is free and operates around the clock. BeGambleAware offers resources at https://www.begambleaware.org, and Gordon Moody at https://www.gordonmoody.org.uk provides intensive support for those with severe problems. Gambling is restricted to people aged 18 and over.

This article is for general information only. Transformation Trust is not a safeguarding authority, a medical service or a legal adviser. If you have concerns about a child's welfare, follow your school's safeguarding procedures and consult with your designated safeguarding lead. For free, confidential support on gambling harm, contact BeGambleAware.org. 18+.

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