Altered dynamic functional connectivity characteristics in adolescent depression with childhood trauma: a pilot resting-state EEG study.

Gambling has historically been a popular form of entertainment, ranging from sports betting to traditional casinos. However, gambling disorder is recognized as a clinical condition associated with significant psychological, social, and financial consequences. According to the DSM-5 and the ICD-11, Gambling Disorder is classified as a behavioral addiction characterized by persistent and recurrent problematic gambling behavior that leads to clinically significant impairment or distress (; ; ). These consequences include financial difficulties, interpersonal conflicts, emotional distress, anxiety, and depressive symptoms, as well as functional impairment in academic and occupational domains (; ; ). From this clinical perspective, the development of online gambling environments has intensified concerns regarding accessibility and risk exposure. The development of the internet and digital platforms has profoundly transformed access to gambling activities, allowing users to participate at any time and from virtually anywhere (; ; ). This process of digitalization has contributed to significant growth in online gambling (i.e., gambling activities such as online sports betting, online casino games, poker, and lotteries, explicitly distinct from video gaming or sports-related activities) in recent years. In this context, young people have become one of the groups most exposed to this phenomenon. University students, in particular, represent a potentially vulnerable group to problematic online gambling due to various factors such as academic stress, social pressure, the search for new experiences, or the expectation of obtaining quick financial gains (; ; ; ). Furthermore, the university context itself involves intensive use of the internet and technological devices for academic and social activities, increasing exposure to digital environments where multiple online gambling platforms (sports betting, casino games, poker, lotteries, etc., distinct from video game platforms) are available. Within this group, certain populations may present additional vulnerability, such as students with disabilities (; ; ,). In particular, students with motor disabilities may face physical barriers or mobility difficulties that limit their access to certain in-person or traditional leisure spaces. These limitations are not only physical in nature but may also be associated with psychosocial factors such as social isolation, reduced opportunities for face-to-face interaction, and lower participation in conventional recreational activities, which in turn increase emotional vulnerability and the search for accessible leisure alternatives.