This article presents findings from a national online survey of social work faculty (N = 1,039) that examines financial and economic content in the current curriculum, gaps in coverage, and strategies for improving social workers’ academic preparation to work with populations living in extremely financially vulnerable circumstances. We sent the survey to all full- and part-time social work faculty listed on social work degree program websites. We find that nearly all respondents (92%) perceive financial and economic content as useful for their students. However, just more than half (54%) teach it. Faculty with some financial education, and who perceive it to be useful, are more likely to include financial content in the curriculum. Social work faculty are most likely to teach about financial-related public policies and programs, and least likely to teach about financial products and services, and financial management and practice. This article discusses implications for social work research and education, including the importance of rigorous research to understand the gap between coverage and perceived usefulness of financial and economic content. It concludes with suggestions for including more financial and economic content in the curriculum.

In most countries around the world, social workers assist financially vulnerable people, but they often do so with little or no training in finance. This article examines the development and pilot testing of a financial curriculum to be used in social work education and training in Singapore. Feedback from social workers informed development of the curriculum, which is practical and capability-based. The study covers two phases: first curriculum development, then pilot testing. Focus group methods are used to analyse the process and effectiveness of curriculum development and the initial training outcomes.

Background and Objectives: Financial capability, the interaction of financial literacy, access, and behavior, can influence individuals’ ability to manage finances and build economic stability over the life course. However, empirical evidence linking financial capability and economic well-being in old age is limited. We examine the components and mechanisms of the financial capability framework and investigate the differences between middle-aged (aged 50–64) and older adults (aged 65+) using population-based data in the United States. Research Design and Methods: The respondents, 12,840 individuals aged 50 and over, were selected from the population-based 2018 National Financial Capability Study. Structural equation modeling and multigroup analyses were used to examine the mechanisms of financial capability on economic well-being and the moderating effects of age. Results: Financial literacy and access are positively associated with financial behavior and subsequent economic well-being. The mediation results show that financial literacy and access are equally important in contributing to economic well-being in later life. However, age has no moderating effect, suggesting these associations operate similarly in middle-aged and older adults. Discussion and Implications: Strategies to promote economic well-being in later life through effective finance should be multifaceted, targeting each aspect of financial capability. Financial practices such as financial coaching and guidance, credit counseling, and financial assessments should be integrated into social services. Policy innovations that expand financial inclusion, particularly investments in accessible and appropriate financial products, should be developed to reach and cover the financially underserved, especially those with limited financial literacy and restricted access to mainstream financial services.