✔ Add your input in any column under the 4 pillars of the Money Skills Map for Youth Workers.

✔ Be reflective and practical — what works well in your practice, and what feels missing?

✔ Share concrete examples, ideas, or challenges.

📌 Your input will directly refine the Competency Skills Matrix (CSM) and help design training tools for youth workers.

📝 You can add text, video, audio, or links — whatever works for you.

Pillars to Explore:

1. Mentor with Money Smarts

2. Tech + Critical Thinking = Empowered Teaching

3. Create Spaces Where Youth Feel Safe and Included

4. Keep Adapting, Reflecting, and Growing

   
   

👥 Please share your role (youth worker, trainer, educator) and country.

🎨 Don’t forget to color your post:

• 🔵 Youth workers

• 🟠 Parents/Educators

I feel like this creates some disappointment, until they understand the importance of this financial knowledge.

We start with the basics of the value of money, earning money, budgeting and saving. Once we graps these concepts, we go into taxes and financial obligations and why they are important in our way of living and how they support us and others.

We use many examples of real-life scenarios, which makes them more engaged and interested, and asked them to solve some financial situations, or how to save some money from the possible income! Usually these experiences work very well!

Young people we work with, find most of their information online, and most often they go towards investing here and there and get rich fast! Either crypto, NFTs, online gaming.. everyday is something new!

It is really hard for me to make them be critical of this information when they see rich influencers, gamers and so on, without understanding what is behind cameras..

I try to show them examples of influencers being criminally prosecuted by advertising illegal online casinos and scam investments (national cases) but still.... I'm not quite sure it works!

Also, I think official banking apps are not so user friendly, and not engaging for young people.

At this point I don't have any specific tools or methods that work well, but I would appreciate some solutions for this! ;)

We work mostly with NEET that atttend our youth centre, and we include them in all our activities.

I try to read a lot, find trustful data, but there always something new on social media (tik toks, snaps..).

So I figured it would be a good idea then to create a space for "news": on our youth centre we have a dedicated wall for news, where during the week the youngsters can write their findings about what was new in that week, and on friday we dedicate 1h / 2h to discuss it, find more about it, discover if it is reliable or not.. Its an engaging exercise and keeps us all on the loop!

About peer learning, i would really love to learn what other educators are doing and how they deal with these challanges! I'm sure I'm not alone! :)

We have a value system for some of the shores at home, and they earn some money for the things they want to buy.

Don't know if its the best system, but they kind of enjoy it!

Even for school lunches, they have to use digital money in the school cards!

I try to make them use physical money as much as possible, even though i understand the future is digital.. but i think this is a very important first step!

I always try to find information online and mothers groups, but I don't often find information about financial education or even talking about this!

So, any support for a learning parent is welcome!

They expect magic tricks to exist, that can make you rich in no time.

I think that can help to keep judgment at bay and also to build trust

What I already do well is connecting financial topics with situations that are relevant to their everyday lives, so they see the purpose behind managing money wisely.

I would like to develop more practical tools and interactive activities to help youth understand financial responsibility in a more engaging and hands-on way.

One of the biggest challenges is helping young people understand online safety — especially when using banking apps or digital wallets. Many are unaware of how easily personal information can be misused.

The most effective methods for me have been open discussions, interactive simulations, and case studies that show both the risks and benefits of digital finance. I also encourage them to ask questions and always double-check sources before taking financial action online.

To make money talks feel safe and non-judgmental, I focus on listening and encouraging honesty. I remind youth that everyone starts learning about money at their own pace and that making mistakes is part of the process.

When working with youth who feel excluded or disadvantaged, I try to highlight their strengths and show that financial literacy can be a tool for empowerment and independence, not a measure of social status.

Peer learning is also very valuable to me. Sharing experiences with other youth workers helps me discover new approaches and stay motivated.

I regularly reflect on my practice by discussing challenges and successes with colleagues and by adjusting my activities based on feedback from youth. I believe that open exchange and collaboration are the best ways to keep improving and growing as a mentor.

They teach the basics, such as saving and budgeting. They highlighted a significant knowledge gap, both among young people and educators, regarding investing and understanding various investment solutions. They had even received direct requests to teach investing.

What do you already do well?

They feel confident in teaching budgeting and saving, using simulation-based learning and real-life case studies to make these topics relatable and engaging.

What skills or resources would help you support youth more confidently?

There is a clear need for deeper educator training in investment topics and taxation, including salary-related taxes and taxes on investment returns. These are areas where both educators and youth express confusion and interest.

The team incorporates critical digital literacy by using case studies of AI-generated scams to build youth awareness about deception in financial technologies.

How do you teach youth to question financial media or “get rich quick” schemes?

They integrate fictional scenarios and media examples into their sessions to strengthen young people’s ability to detect and question suspicious content.

What challenges do you face around online safety, apps, or digital banking?

A significant challenge is that young people often feel overwhelmed or hesitant to use investment apps. The fear of making mistakes online prevents them from engaging. Educators themselves also need more knowledge of digital financial tools.

Which tools or methods have worked best for you?

Simulations, fictional scenarios, and guided critical thinking exercises are their go-to methods. These help develop both technical confidence and analytical thinking.

They acknowledge the importance of reaching diverse learners and note that many young people are curious but anxious, especially around complex topics such as taxes and investing. Making space for questions and using real-life examples helps them feel included.

What do you do to make money talks feel safe and non-judgmental?

By openly discussing common misconceptions and fears, especially around digital finance and investment risks, they normalise uncertainty and encourage dialogue.

How do you reach youth who feel excluded or disadvantaged?

They aim to adapt their programmes to the lived experiences of young people, though they noted that more inclusive content and national strategies are still lacking in Lithuania.

They are already engaged in developing new sessions and simulations based on youth feedback, particularly in areas where formal curricula are weak.

How do you keep yourself up-to-date with financial trends and tools (e.g., crypto, AI)?

Their approach includes learning from youth interests (e.g., AI scams, investing) and building content around those topics. However, they acknowledge the need for more structured professional development on emerging issues, such as AI in finance.

What training or peer learning would help you?

They expressed interest in collaborating on training that includes ethical finance, critical digital engagement, and inclusive investment education, topics often missing from current offerings.

How do you reflect on your practice and share resources with others?

They are open to co-creating new training content and are actively experimenting with ways to integrate better critical thinking, ethics, and participation in financial systems.

💰 Core Financial Support (Hoe helpen jongerenwerkers met geldzaken)

Youth workers primarily support young people with financial matters by informing them about basic finance (such as saving and the transition to 18+, accounting for almost half of the mentions, n=26). Less frequently, they offer debt support (n=12) and budgeting skills (n=10). A significant portion of their work involves signposting—referring youth to employment/education (n=8) or other specialised organisations (n=4).

⭐ The Unique Factor: Attitude (Positive ervaringen met geboden hulp)

The attitude and personal approach of the youth worker is the most valued aspect of the help provided (n=48), even more so than the content of the support itself (n=33) or the positive leisure activities (n=25). This aligns with the stated methodological principles, which prioritise building a meaningful relationship (betekenisrelatie) and adapting to the young person's reality (aansluiten bij de leefwereld).

💼 Programme Structure (Wat is het aanbod van professionele jongerenwerkorganisaties)

Organisations offer four distinct types of services, with most focused on positive leisure activities (regulier jongerenwerk, 15x). Services directly addressing financial difficulty are split:

• Preventative financial education (Aandacht vragen voor geldzaken) is delivered group-based (7x).

• Direct support for (impending) money issues (Ondersteunen bij geldproblemen) is provided individually (9x), sometimes including material aid.

• Support for established debt (Ondersteunen bij schulden) is also individual and involves collaboration with specialists (9x).

🚧 Key Implementation Challenges (Belemmeringen)

The main hurdles lie in systemic weaknesses:

1. Chain Partner Collaboration: Difficulties stem from varying speeds, unclear roles, differing work schedules, staff shortages, and fragmentation across partner organisations.

2. Internal Capacity: Youth workers face internal challenges due to lack of expertise and staff under-occupancy (onderbezetting).

3. Sustainability: The non-structural embedding of youth work is detrimental to sustained impact.

Overall Assessment: The data clearly shows that the personal connection and the flexible, youth-centric approach of youth workers are their key assets in this domain. However, the potential for greater impact is currently constrained by both a need for enhanced internal expertise and significant external collaboration barriers.

We have several signalling monitors. One of them is from Trendsein. In October 2025 they signal that on social media messages arise where businesses or 'documentfactories' offer to clear study depts and fake promises. In real it is dissolution or fraude.

Or gambling recommendations, so called VIP packages with promises on winning in sport gambling.

And money mules, via social media young people receive messages 'can I use your bank card? Fast en easy money. Totally safe'. Youth are uses do whitewash criminal money and get a criminal record, bank block, debts or even contact with the law.

This Trendsein also offers 'What can you do as professional'-guiding.

As youth workers, we are equipped to combat (impending) poverty and debt in collaboration with other professionals. However, we also observe problematic developments that contribute to young people getting into difficulties, over which we have no influence. To break this cycle, space must be created to signal these concerns and injustices.

We therefore make the following recommendations for action:

• Actively inform young people about their rights. Many young people are unaware of their entitlements regarding income, benefits, and support.

• Invest in better public awareness and education about 'quick loans' and (online) scams.

• Actively refer young people to reliable and accessible information when, for instance, they register with the Chamber of Commerce.

• Introduce better guidance and information for young people aspiring to become entrepreneurs. Consider an aptitude test or starting requirements, such as a financial plan or mandatory advice.

• Offer tailored support to young people with business-related debts: they often have specific needs and require a different approach.

• More strictly enforce (online) gambling policies and 'Afterpay' rules to ensure these services are genuinely only accessible from the age of 18.

• Review legislation and regulations (such as the waiting period for applying for welfare benefits) to make help faster and more accessible. Prevent young people from sinking further into trouble due to bureaucracy.

• Consider alternatives for not being allowed to hold a bank account following digital fraud.

• Develop solutions for young people without a fixed address, for example, through temporary postal addresses or assistance via youth work.

• Incentivise creditors to refer young people with repeated debts/fines to professional organisations that can support them.

This Manifesto was drafted following the participatory action research project, 'Youth Workers Taking the Lead Against Poverty and Debt' (August 2023–August 2025). This involved a learning and research process between 15 youth work organisations and the Youth Spot and Poverty Interventions research groups (lectoraten) at Amsterdam University of Applied Sciences (HvA). The research was co-funded by the Netherlands Initiative for Applied Research (SIA), part of the Dutch Research Council (NWO).

The full research report, including a (visual) summary, can be found at: www.hva.nl/jongerenwerk-en-armoede