Financial literacy has moved steadily up the education agenda, driven by growing concerns around student wellbeing, economic uncertainty, and the long-term realities young people will face beyond school. Yet in many schools, it still sits in an uncomfortable space. Recognised as important, but not always embedded with clarity or consistency.
For leadership teams, the challenge is rarely about belief. Most school leaders agree that students need a stronger understanding of money, value, risk, and decision-making. The difficulty lies in where financial literacy belongs, who owns it, and how it can be delivered without becoming another isolated initiative competing for time and attention.
Too often, financial literacy appears through one-off sessions, themed days, or optional enrichment. While well-intentioned, these approaches can struggle to create lasting impact. What schools are increasingly recognising is that financial literacy is most effective when treated as a core life skill and connected to wellbeing, careers education, entrepreneurship, and real-world application.
When embedded thoughtfully, financial literacy supports far more than economic understanding. It builds confidence, resilience, and critical thinking, helping students make informed choices in increasingly complex environments. For schools, it also provides a tangible way to demonstrate a commitment to future-ready education without overloading the curriculum.
As leadership teams plan priorities for the year ahead, financial literacy offers a strategic opportunity. One that aligns skills education with long-term outcomes, supports students beyond academic attainment, and responds meaningfully to the realities young people are navigating today.
The question for school leaders is no longer whether financial literacy matters, but how intentionally it is positioned within the wider educational vision.