This one-hour session will give professionals an overview of research which explores the influences on gaming and gambling harms within LGBTQ+ communities. It will also draw upon findings from Public Health England and include research undertaken by Dr Reece Bush-Evans of Bournemouth University.

By the end of the session, you will:

- Understand what is meant by gambling and gambling harm.
- Understand why LGBTQ+ people might game/gamble.
- Understand why LGBTQ+ people are at higher risk of experiencing gambling harm.
- Recognise the relationship between gaming/gambling, mental health, and LGBTQ+ life stressors.
- Know where to access available treatment and support.

Topics covered include:

- Gaming/Gambling harms.
- Research from Bournemouth University.
- Mental health and life stressors within the LGBTQ+ community.
- Influences and advertisement.
- Where to find help/support.

The session will include: taking a look at the rationale behind the recent changes that have been made to the customer journey and the benefits that we have seen so far as a result of these changes.  It will also include a walkthrough of the application process, highlighting key action points for students and how to support them in their journey. The session will also cover the escalation channels and detail where students and practitioners alike can find further help. Finally, the session will take a look at the current engagement strategy and how your FIS Account Managers can help you provide feedback for future improvements.

The outcomes:

• Delegates will be able to  confidently promote DSA's to students they meet.
• Delegates will have a clear understanding of the changes that have been made to the customer journey and know how to access the escalation routes.
• Delegates will understand the feedback routes that they have access to help promote and support continuous improvements to the customer journey. 

By the end of the session learners will understand the basic entitlement conditions for claiming UC, the different elements that make up an award of UC, and how to make a claim. Learners will also receive an introduction to scenarios involving students and UC. Furthermore, learners will be able to identify when a claimant may need signposting for specialist advice when common problem issues arise.

Join this webinar to discuss NASMA's latest campaign. 

You can find out more information about this campaign in the committee resources HERE

This session will focus on students who wish to transfer to a later academic year start date of their course, known as a change in seasonal intake. It will clarify the difference between a ‘course transfer’ and a ‘change in seasonal intake’, provide examples and cover the potential impact on students payments. This session will also focus on multi-application students, with a particular focus on multi academic year. Practitioners who participate should leave this session with a more in depth understanding of both; a change in seasonal intake students and multi academic year students, which will better assist them in providing informed IAG to their student population.

This session will focus on students who wish to transfer to a later academic year start date of their course, known as a change in seasonal intake. It will clarify the difference between a ‘course transfer’ and a ‘change in seasonal intake’, provide examples and cover the potential impact on students payments. This session will also focus on multi-application students, with a particular focus on multi academic year. Practitioners who participate should leave this session with a more in depth understanding of both; a change in seasonal intake students and multi academic year students, which will better assist them in providing informed IAG to their student population.