Between the ages of 16-25, an entire generation experiences some of life’s most significant financial transitions, at the same time as navigating major lifestyle changes and, for your students, some of the most intense studies of their lives.
Their first payslip, paying taxes, being offered credit cards, student loans, being eligible for car financing, renting their first flat, maybe starting a family, considering career paths…these decisions impact our lives for years to come.
Student Services teams know better than anyone that schools struggle to prepare young learners for these decisions.
Research published by AAT in 2026 found almost 40% of 16–25-year-olds reported receiving no financial education at school, either formally or informally. Santander’s 2025 report found only 26% of learners say they received formal financial education in school.
The appetite is there: 80% of 15–18-year-olds surveyed in the Young Persons’ Money Index 2025–2026 wanted to learn more about money and finance.
The challenge is making that learning relevant, accessible and easy to put into practice.
Hyfa Foundation is leading the development of Money Mentor for 16–25-year-olds, drawing on our experience delivering financial education to young adults and our contributions to research on financial inclusion. With NAMSS as our distribution partner, our approach brings together practical money decisions with adaptive learning and delivery through trusted channels.
Reaching young adults at the point they’re facing a financial decision can make all the difference. These “teachable moments” connect a lesson to a real-world application. Research shows people are more likely to retain financial information when it relates to an upcoming decision and includes concrete steps they can take.
For Money Mentor, that means providing content around situations young adults recognise: understanding taxes when starting work, comparing costs before making a purchase, or planning spending before leaving home. Students would be able to revisit relevant content as their circumstances change.
The planned format is short, mobile-ready activities combining explanations, video and practical exercises. Learners could explore a topic during a tutorial, perhaps with teachers and peers, continue independently and return when they need it.
Our technology partner is Obrizum, leaders in Adaptive Learning. Pathways respond to the learners’ understanding, confidence and speed, offering further explanation or practice where needed. The intention is to provide tailored experiences that help learners work through content at a manageable pace.
For Student Services teams, Money Mentor is intended to complement activities already taking place. A payslip exercise could sit within employability preparation. Comparing borrowing costs could reinforce numeracy. Budgeting activities could support progression conversations about university, apprenticeships or independent living. Staff could introduce a relevant activity through existing learning channels, then use students’ questions to guide discussion.
There is practical support for this approach. A 2024 Money and Pensions Service evaluation found that established networks helped engage educators, while flexible, adaptable resources encouraged continued delivery of financial education. These findings support our emphasis on making resources straightforward for colleges to adopt.
Money Mentor’s distinctive proposition is this combination: learning connected to real decisions, responsive to individual understanding and woven into college life.
Its impact will need to be evaluated, but its purpose is to make practical financial learning easier to discover, revisit and apply.
We welcome NAMSS members’ insight into where Money Mentor could best support their learners and existing provision.
Stephen Mix
s.mix@Hyfa.foundation
