Danish gambling education programme shifts youth attitudes on gambling
The programme increased recognition of gambling products, licensing protections and the risks of treating gambling as income.
Key takeaways:
- A Spillemyndigheden study found educational gambling presentations improved gambling knowledge among students aged 16 to 20.
- After attending the sessions, students were less likely to see gambling as a way to make money and more likely to view it as entertainment.
- Awareness of what constitutes gambling increased, particularly among female students who became more likely to identify scratchcards as gambling products.
- Recognition of the Danish gambling licence logo rose significantly, with awareness among male respondents increasing from 39 to 61 per cent.
- More than three-quarters of respondents agreed with key messages that gambling products have a return-to-player rate below 100 per cent and are unlikely to generate long-term profits.
The Danish gambling regulator Spillemyndigheden says its youth education programme is helping improve gambling literacy among young people, according to a new study measuring attitudes before and after classroom presentations. The findings suggest targeted education can increase awareness of gambling risks, licensing protections and product characteristics while encouraging more realistic expectations about the chances of making money from gambling.
Denmark.- A study by the Danish gambling regulator Spillemyndigheden has found that educational presentations delivered in schools and colleges improved young people’s understanding of gambling and increased awareness of licensed operators. The presentations appear to have also helped encourage students to view gambling primarily as a form of entertainment rather than a way to make money.
The findings come from a report based on responses from students attending youth education institutions across Denmark. The free presentations were delivered between September 2024 and March 2025 and focused on gambling products, game mechanics and consumer awareness.
Researchers analysed 1,433 questionnaires completed before the sessions and a further 534 collected three to six weeks afterwards. Participants were generally between 16 and 20 years old.
The surveys were distributed online to entire classes both before the presentations and several weeks later. However, because individual respondents could not be tracked between the two rounds, researchers were unable to measure how each student’s views changed over time.
One of the most notable findings was a shift in attitudes towards gambling motivation. Following the presentations, students were less likely to cite winning money as their primary reason for gambling and more likely to describe gambling as a source of entertainment.
According to the report, this aligns with one of the key messages delivered during the sessions, namely that gambling should be regarded as an entertainment product rather than a reliable means of generating income.
The research also found greater awareness among students of what activities constitute gambling. Many respondents, particularly female students, said they had not previously realised that scratchcards, including popular Christmas calendar scratchcards, fall within the definition of gambling.
Among female participants, the share who recognised that they had previously engaged in gambling increased from 19 per cent before attending a session to 48 per cent afterwards. The report’s authors stressed that this did not indicate a rise in gambling participation, but instead reflected a better understanding of what gambling activities include.
Awareness of gambling regulation also increased following the presentations. Among male respondents, the proportion who said they were “very” or “very much” aware of the meaning of the Danish gambling licence logo rose from 39 per cent before the sessions to 61 per cent afterwards.
More than three-quarters of respondents agreed with several of the core messages presented during the programme. These included that all gambling products have a payback percentage below 100 per cent, that long-term financial profit from gambling is mathematically unlikely, that the Gambling Authority’s logo signifies a licensed operator in Denmark and that gambling should be viewed as entertainment.
Most students also reported feeling in control of their gambling behaviour, with approximately 69 per cent agreeing or strongly agreeing with statements relating to personal control over their gambling activity.
Commenting on the findings, Spillemyndigheden director Anders Dorph said the initiative was designed to help young people develop a more informed understanding of gambling.
“The fact that we can see in black and white that our presentations make a difference naturally makes me very happy and proud of our efforts,” he said.
Heine Jakobsen, a special consultant involved in the Authority’s presentation programme, said many students were surprised to discover that scratchcards are classified as gambling products.
“There is a general ignorance about which areas are defined as gambling, so it is an eye-opener for many, especially girls, when we tell them that scratchcards, such as Christmas calendar scratchcards, are also gambling,” he said.
The publication of the report comes amid a campaign that Spillemyndigheden is running to try to help parents understand the gambling-like features found in video games. The initiative, “Casino in the Children’s Room”, seeks to shift the conversation around young people’s gaming habits beyond concerns over screen time and towards the content and mechanics embedded within many games. It’s included a series of ‘Casino Kids’ storefront installations in prominent locations.
FAQs
What did the Danish Gambling Authority’s study find?
The study found that educational presentations improved students’ understanding of gambling products, regulation and risk. Participants were also more likely to view gambling as entertainment rather than a source of income.
How did the presentations change attitudes towards gambling?
After attending the sessions, students were less likely to say their main motivation for gambling was winning money. More respondents aligned with the message that gambling should be treated primarily as entertainment.
Why did more students report having gambled after the presentations?
Researchers said this reflected better awareness of what qualifies as gambling rather than increased participation. Many students learned for the first time that products such as scratchcards are classified as gambling.
Did awareness of licensed gambling operators improve?
Yes. Awareness of the Danish gambling licence logo increased after the presentations, indicating a stronger understanding of how to identify regulated operators.
Why is the programme significant for gambling policy?
The findings suggest education may be an effective harm-prevention tool, helping young people recognise gambling products, understand consumer protections and develop realistic expectations about gambling outcomes.
