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A comparison of gambling behaviours among sport-based and non-sport-based students in the UK
Get PDFPurposeIn recent years, gambling among university students has received significant focus as it may be viewed as an attractive and exciting form of income whilst studying. Given this, stakeholders in protection from gambling-related harm need to better understand student gambling behaviours. This understanding should include students on sports-based programmes given their closer connection to sporting events, and a heightened sense of competition among such often gendered cohorts. This study aims to provide greater insights into gambling behaviours among these cohorts.Design/methodology/approachThe present pilot study comprised 210 university students on sports-based and non-sport-based programmes. Participants self-reported frequencies of gambling activity and expenditure via an online survey.FindingsResults showed a significantly greater frequency of female student non-gamblers on non-sports-based degree programmes and a high frequency of male student gamblers on sports-based degree programmes (p = 0.02). Sports-based students also reported significantly higher scores on the Problem Gambling Severity Index (PGSI) than non-sports students (p < 0.01). Finally, gambling expenditure (p < 0.01) and regularity (p < 0.01) were significantly lower among students studying non-sports degree programmes.Originality/valueThe findings of the present study provide evidence to warrant further investigation into gambling perceptions and behaviours among students on sports-based programmes, with a view to assessing the potential need for targeted awareness, tailored support and how both can most effectively be provided
The elephant in the science staff room:an investigation into the maths skills and confidence of pre-service science teachers
No full textThis paper explores the importance of mathematical skills for teaching science effectively to 14–16-year-olds and evaluates the support pre-service science teachers (PSTs) receive during their postgraduate initial teacher education (ITE) in England. Triggered by increased mathematical demands in the science curriculum, the study gathered data from 18 ITE providers (11% of national providers) during the 2023/2024 academic year. These providers completed a qualitative questionnaire on the mathematical support they offer. Additionally, 236 PSTs (11% of the national cohort) voluntarily completed a marking exercise with eight questions reflecting mathematical skills needed in secondary science teaching. Results highlight wide variability in mathematical preparation across ITE programmes. Only 13.5% of PSTs completed the exercise both correctly and confidently. Performance differences emerged by gender and subject specialism, with male PSTs and physics specialists performing better. Greater prior mathematics education also correlated with higher competence. The study recommends developing a mathematics skills audit and intervention tool for PSTs, integrating stronger mathematical content into ITE programmes, and conducting further research on PSTs’ mathematical development needs. These steps aim to address gaps in mathematical competence and ensure science teachers are well-prepared to deliver the curriculum effectively
What constitutes a women’s recovery from addiction?:examining lived experiences and recovery capital of women from diverse European backgrounds
No full textThe majority of research on addiction recovery has been based on male samples using traditional, structured methods and interviews. This study brings the voices of women from diverse European countries to bring in authentic lived experience voices into the research and showcase their perspectives on what constitutes their recovery journey and how these sources are intertwined. This study employs the Photovoice method as a participatory, arts-based approach to examine recovery experiences of 17 women from diverse backgrounds in the UK, Sweden, and the Balkans, engaging participants throughout the research process. By engaging women with histories of substance addiction in discussing their photographs and linked narratives, we identified 11 themes that illuminate recovery complexities. Our findings highlight the interplay between personal, social, and community recovery capital, revealing the significant influence of gender-specific challenges and stigma. The collaborative nature of this study generated lived experience insights into recovery capital and enhanced visibility and participation, underscoring the method’s potential in capturing nuanced recovery dynamics. Recognizing that recovery is not a straightforward process and often involves ongoing barriers, the study adds diverse women's perspectives to the literature, emphasizing the importance of developing effective gendered and culturally-sensitive approach to support systems
The role of SEND assessment and review teams:Education Select Committee call for evidence on solving the SEND crisis
No full textWere the ‘New Police’ really that New? An analysis of community-led governance within Medieval Britain
No full texthe term ‘legitimacy’ is used extensively throughout contemporary debate surrounding the actions of police officers across Britain. Fuelled by global discussions on law enforcement practice, force areas have become focused on developing new initiatives and processes to improve trust and confidence within communities, believing this will enhance relationships and foster positiveoutcomes. Policing by consent has long been seen as the dream of Sir Robert Peel and from 1829, this became a reality with the creation of the Metropolitan Police. The paper will discuss if the radical reforms of the 19th century were building upon a pre-existing culture of community involvement within enforcementwhich dates to the 10th century. Rather than decades of oppression, social and political elites left governance to the citizens themselves, delivering force only on limited occasions and often when mass rebellion was taking place. The piece intends to provide an alternative perspective suggesting that the dark ages may not have entirely lived up to its name
Can atheists play along? Wittgensteinian challenges to religious fictionalism
No full textAll atheists think that the central claims of religion are false, but not all atheists think that religion is useless. Some believe that, despite its falsehood, religious language and rituals are pragmatically valuable because they lead to goods worth getting. However, it is not easy for an atheist to engage in religion to obtain these goods because they can feel intellectually or morally insincere in saying and doing things they consider false or faulty. Religious fictionalism aims to address this by claiming that atheists can take part as they would in a fictional game of make-believe, and as they do so knowingly, they do so sincerely. We examine religious fictionalism from a Wittgensteinian perspective, which holds religious language as not in the business of asserting factual beliefs and religious rituals as not methods for achieving things. This leads to two challenges that indicate prima facie incompatibility between Wittgenstein and religious fictionalism: religious fictionalists are usually presented as atheists who think religious beliefs are false and are motivated to participate in religion because they believe it remains useful. We conclude with some responses to each challenge, showing that hermeneutic fictionalism is the most promising form of fictionalism from a Wittgensteinian view
How to make a good first impression in the classroom:research-based guidance to strengthen student-lecturer relationships
No full textEthics in practice:how AI is transforming the experience of Higher Education
No full textThis chapter explores the advancing integration of AI into the higher education sector and within a defined setting, highlighting both opportunities and risks for educators and students to navigate. AI-powered technologies have the potential to become a democratising force in education, enabling transformative experiences while adding value to traditional pedagogical approaches, but they also raise concerns regarding fairness, privacy, and they risk reinforcing prevailing inequities. Drawing on multidisciplinary perspectives and empirical insights, this chapter emphasises the need for a whole-institution approach to AI in education, prioritising AI competencies among stakeholders, ethical governance, and alignment with industry standards. The chapter recommendations call for the co-creation of clear policies and frameworks to guide the ethical and sustainable use of AI in higher education, grounded in balancing innovation with equitable access and fostering collaborative efforts to prepare educators and students for an AI-driven future