How to Give the Rising Generation a Head Start in Financial Responsibility
A foundation for teenagers in wealth, purpose and stewardship
- Starting financial education earlier gives teenagers the confidence and context to understand the purpose and responsibilities of family wealth.
- Hands‑on learning transforms engagement and outcomes for young people.
- Introducing financial concepts in the mid‑teens isn’t premature but preventive, shaping healthy long-term behaviours and helping young people navigate privilege.
There is general agreement that financial education for young adults and university graduates is essential, particularly for those born into wealth. However, many would benefit from even earlier exposure to the tools and techniques to help navigate the responsibilities of privilege.
Working with a group of the Rising Gen (age 15-17) at Le Régent International school in Crans-Montana, in the canton of Valais, Switzerland, has shown that the earlier you start to engage the younger generation in understanding the purposes and impact of your family’s wealth, the more meaningful the outcomes.
The Rising Gen – Finance, Entrepreneurship and Leadership Lab is a hands‑on learning programme delivered alongside the Le Régent teachers, complementing the school curriculum and embedding financial and leadership education.
Immersive experience
Over three months students manage virtual investment portfolios, and present these in a Dragons’ Den‑style challenge, learn practical communication frameworks and discuss the concept of leadership.
On the softer side, they explore how to manage stress and approach decision‑making. They meet CEOs, startup founders and fund managers from inside and outside our business, who share the realities of their career journeys to date.
At our 2025 programme, we witnessed, students who were shy on day one, confidently delivering ten‑minute presentations on detailed equity portfolios by the close. Clear affirmation that, at 16 and 17, these students grow and thrive on the experiential educational opportunities.
Is it ever ‘too young’ to start financial education?
We often hear parents ask whether it’s too early to talk to children about money or family wealth. My view is simple: we teach children to read or ride a bike as soon as they’re able. Why shouldn’t the same apply to financial concepts?
In their mid-teens, many students in Europe are choosing subjects that shape their university paths and careers. Yet most have never met a CEO, managed a portfolio of investments, or presented professionally, let alone considered the responsibilities that come with financial privilege. Giving them exposure to these things, in an accessible way, alongside their peers can be hugely beneficial.
This needn’t mean revealing balance sheets or sharing personal details before families are comfortable. It is about introducing young people to the principles that govern healthy financial behaviour: understanding tax, investment fundamentals, decision‑making frameworks, risk and purpose.
For me, with those growing up in financial privilege, there is an additional responsibility – to help them understand not just the mechanics, but the implications of wealth: the concept of stewardship, the importance of defining and adhering to a set of values or even the importance of maintaining a family’s reputation.
These are not conversations to be saved until adulthood. By then, behaviours will have started to form and are more difficult to unlearn.
Lorna Beckley is Head of Family Office, Geneva.