Money looks — and feels — different than it did a generation ago. The era of checkbooks and paper cash is fading; in its place is an all-digital ecosystem of instant payments, peer-to-peer apps, online shopping and real‑time betting markets. That shift has changed not only how people transact, but how they think about money. If we want our children to grow into financially capable adults, schools must catch up. New Hampshire is finally doing just that.

Today’s payments are frictionless. Venmo, PayPal, Zelle and similar apps let teens split dinner bills, send gifts or trade cash for concert tickets with a tap — and without the tactile reminder that handing over cash provides. That digital ease reshapes spending psychology: abstraction and immediacy can weaken the emotional “pain” of parting with money, making impulse purchases and casual transfers feel less consequential.

Layered on top of effortless payments are prediction markets and widely available sports gambling. Betting apps normalize risk‑taking behavior and create fresh avenues for rapid losses — especially among young people who grow up seeing real‑time odds, live lines and social feeds celebrating wins. Online shopping amplifies the problem. The fewer trips consumers make to local retailers, the more normalized becomes a culture of instant gratification: one click, next‑day delivery, and a new item arrives before the buyer has reconsidered the impulse.

These trends matter beyond individual households. Roughly two‑thirds of the U.S. economy depends on consumer spending. When consumers overspend, accumulate avoidable debt, or lack basic savings and investment know‑how, the ripple effects are real: financial stress at home, reduced long‑term economic resilience, and less stable local economies.

That’s why financial education in schools is no longer optional. For more than 25 years the NH Jump$tart Coalition has advocated teaching personal finance in classrooms across the state. Next fall brings a major milestone: beginning September for the 2026–2027 academic year, New Hampshire will require a standalone ½‑credit course in personal finance for graduation, in addition to the existing ½‑credit economics requirement. New Hampshire joins about 30 states that have adopted similar graduation requirements — a recognition that personal finance skills are foundational, not extracurricular. Reinforcing that momentum, Governor Kelly Ayotte has declared April as Youth Financial Literacy Month, a statewide acknowledgment that building these skills must start early.

A required course gives students structured exposure to budgeting, saving, credit, debt management, insurance, investing basics, and the behavioral forces that drive spending. It provides a space to discuss how digital payments and gambling products influence decision‑making, how to spot predatory financial offers, and how to build financial habits that support long‑term goals rather than immediate gratification.

But passing a graduation requirement is only the first step. Teachers need support. NH Jump$tart and partner organizations are working to provide professional development and classroom resources — many at no cost — so educators can teach personal finance confidently and effectively. Free curricula, interactive simulations, lesson plans, and workshops help translate policy into practice in diverse classrooms.

Our next focus must be on measurement: determining what effective financial education looks like and how to scale it. We need clear metrics to evaluate whether students leave the course with durable knowledge, sound habits, and the confidence to make smart financial choices in a digital world. Measuring outcomes will help refine curricula, target teacher training, and ensure the investment actually improves financial capability.

This new requirement, bolstered by Governor Ayotte’s proclamation and years of advocacy, signals a shift in priorities: New Hampshire recognizes that helping students manage money is as essential as reading and arithmetic. With two‑thirds of the economy riding on consumer choices, teaching financial literacy is not merely a personal benefit — it’s an economic imperative. By equipping young people to navigate digital payments, resist instant gratification, and understand risk, we strengthen families, communities and the broader state economy.

New Hampshire has taken a meaningful step. Now we must ensure schools, teachers, parents and students have the tools and the evidence to make that step count.

Daniel N. Hebert is state president of the NH Jump$tart Coalition. He lives in Hillsborough.

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