Requires office of alcoholism and substance abuse services to establish a curriculum for course of instruction on adolescent problem gambling in grades 4 through 12

Summary of specific provisions

Section 1 amends section 19.07 of the mental hygiene law by adding a new subdivision (i)to require the OASAS in consultation with the education department to establish a curriculum for a course of instruction in adolescent problem gambling, which may, the option of any school, be provided in grades 4-12. Such course should include materials to educate students on the dangers and consequences of problem gambling, and shall be available on the internet website of OASAS.

Section 2 amends section 305 of education law to add new subdivision 43 to require the department to post on their website the curriculum.

Section 3 makes the act take effect immediately and section one shall take effect on August 1, 2014.

Justification

A recent study by the New York Council on Problem Gambling highlighted the need for gambling education in New York State: While participation in all forms of gambling is illegal for individuals under the age of 18 in New York State, 86% of the New York adolescent respondents said that they had bet on one or more types of gambling at some time, 75% had gambled in the past year and 15% had bet on one or more types of gambl- ing on a weekly basis.

Despite restrictions on underage gambling in New York State, nearly one-third of the adolescent respondents have been able to purchase lottery tickets, 9% have been able to wager at horse or dog races, 6% have been able to participate in Quick Draw and 5% have been able to gamble at a casino. Despite their substantially lower income, adoles- cents in New York report spending approximately one-third as much, on average, as adults report spending on all types of gambling.

There is concern that lottery gambling may be an experience that encour- ages young people to engage in other, less broadly sanctioned types of gambling as well as in other risk-taking behaviors, such as illicit drug use. A significant increase in lottery play by age was identified among New York adolescents.

While 20% of 13-year-olds in the sample have purchased lottery products in the past year, 36% of 17-year-olds have done so. The increase in lottery play is correlated with increases in other types of gambling and in the use of alcohol, tobacco and marijuana.

In New York, 2.4%, (1.09%) of the total sample of adolescent respondents were classified as problem gamblers, the most serious classification of gambling-related difficulties among youth. Another 14.0%, (-2.05%) of the total sample of adolescent respondents were classified as gamblers at risk for developing gambling problems. Based on the prevalence rates, it is estimated that there are between 15,400 and 41,000 adolescents in New York who have experienced severe problems with their gambling and between 135,000 and 193,000 whose gambling involvement has caused them difficulties in the past or, more likely, places them at risk for devel- oping gambling-related difficulties in the future.

Problem gamblers are more likely than other adolescents who gamble to have problems with family members or friends due to gambling and to have had trouble at school or work due to their gambling. Problem gamblers are more likely than at-risk or non-problem gamblers to have shoplifted, sold drugs and engaged in other illegal activities to get money to gamble or to pay gambling debts.

Gambling involvement among adolescents in New York is correlated with alcohol, tobacco and marijuana use. Weekly gamblers are more likely than less frequent gamblers to have ever tried alcohol, tobacco and marijuana and to have gotten into trouble in the past year because of their alco- hol or drug use.

Prior legislative history

2003: A. 11639 - alcoholism and drug abuse Committee: 2009-2010: A4339 referred to alcoholism and drug abuse Committee: 2425C of 2011 passed Assembly.

Fiscal implications

None. There are model programs that can be emulated from other states and nongovernmental organizations. Schools wishing to use this educa- tional tool can incorporate it into DARE program.

Effective date

This act shall take effect on August 1, 2014.