This independent research study examines the relationship between early financial literacy education and financial confidence, preparedness, and money-related stress among high school students. Using an anonymous survey-based methodology, the study compares students who have received formal or informal financial education with those who have not.
The research focuses on practical financial competencies including budgeting, understanding credit and interest, emergency preparedness, and perceived financial anxiety. Quantitative findings are supplemented by qualitative responses that capture student perspectives on gaps in existing financial education.
Results indicate that students exposed to financial literacy instruction report higher confidence in managing basic financial tasks and lower levels of financial stress. The findings also highlight a strong demand among students for more practical, real-world financial education in school settings.
This study contributes to ongoing discussions around education policy, youth preparedness, and financial equity. Findings from this research inform community-based initiatives through Ella’s Angels and support broader efforts to integrate effective financial education into secondary school curricula.
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