"I’m shocked about how much tax you have to pay - I really didn’t know that before!”

Adult money habits form from age 7. Despite this, there are no compulsory money lessons in primary schools in England.

"Ultimately, I wanted to help people" - A volunteers take on expert-led financial education

We know volunteers add ‘real world’ value to our programmes. Here is one volunteers take on the MyBnk experience

"Anyone can start a business. It’s not as hard as you think” - Enterprise, doing it for real

In one week we take young people on a journey of selling a product, learning the story behind it, and making a profit, whilst also making a difference

"The pupils respect the subject matter more" - A teacher's take on expert-led financial education

Different schools tackle financial education in different ways. Here is one teacher’s take on how we support her pupils

"Why don't we have this in all schools?" - Learning to save money and the environment

Fuel poverty in the UK affects one in ten people. We help young people understand energy usage to save their family money

"It makes maths real" - Improving teenagers numeracy skills by understanding investments

Poor numeracy skills are linked to poverty and subtract £20bn from the UK economy. We help build and connect numerical and financial capabilities.

"The more tools schools have, the better" - From the classroom to the sitting room

Parents want more financial education in schools. Naomi, mother of Emily, reflects on her daughters final MyBnk workshop.

“I find it hard to save, but I was given the tools to maintain" - Filling the personal finance gap

For a young person in England, getting a financial education is a lottery. We use experts to maximise impact in a tight timetable.

"I've learnt there's more to do with money than just saving it in my bank" - Thinking beyond saving

Helping young people see beyond a savings account through expert-led financial education in secondary schools.

“I take risks with spending "- Long Term Case Study

Student finance is not compulsory in schools, and many teachers lack the expertise to teach it. See what happened four months after our intervention.