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Most teachers support teaching financial literacy; nearly half already integrate it in class and rely mainly on free online resources. 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Henderson Queen’s University  \nPamela Beach Queen’s University  \nAndrew Coombs Queen’s University  \nAbstract  \nPoliticians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:2 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nvery little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward.  \nKeywords: financial literacy, financial education, elementary teachers  \nRésumé  \nLes politiciens poussent les conseils scolaires à en faire davantage pour s’assurer que les étudiants finissent leurs études avec les compétences financières dont ils auront besoin pour naviguer sur un marché financier de plus en plus complexe. Bien qu’il faille commencer tôt pour atteindre cet objectif, il existe très peu de recherches canadiennes sur l’éducation financière au primaire. Cette étude exploratoire a utilisé un sondage anonyme en ligne pour obtenir une compréhension préliminaire des perceptions, attitudes et pratiques des enseignants à temps plein du primaire en Ontario quant à l’éducation financière. Les répondants sont très majoritairement favorables à l’enseignement de la littératie financière au primaire, et près de la moitié d’entre eux l’intègrent déjà dans leur pratique en classe. Ces enseignants ont principalement recours à des ressources en ligne gratuites. Les répondants mentionnent l’absence d’un programme d’études approprié et le manque de soutiende la part des écoles et des conseils scolaires comme des obstacles à l’enseignement de la littératie financière. Les répondants ont identifié le développement professionnel comme principal type de soutien qu’ils souhaiteraient voir les écoles et les conseils scolaires leurapporter afin de les aider à enseigner la littératie financière dans l’avenir.  \nMots-clés : littératie financière, éducation financière, enseignants du primaire  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:2 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nA half-century ago, most Canadians were able to rely on an employer-sponsored pension plan and government benefits to provide a decent income in retirement. The small percentage of students who pursued post-secondary education benefited from low tuition, which was heavily government-subsidized. Unfortunately, many Canadians no longer experience this level of financial security. Today, responsibility for funding retirement and post-secondary education, in Canada and internationally, has shifted from employers and government to individual families, while the cost of post-secondary education continues to rise (Henderson, 2019; Organisation for Economic Co-operation and Development [OECD], 2017b) . This shift to individual","cbCairrl5vwMDYW6","https://ap.wps.com/l/cbCairrl5vwMDYW6","pdf",240295,29,"English","# Introduction\n## Background and policy context\n## Need for early financial literacy\n## Teachers’ focus in Ontario","[{\"question\":\"What is the purpose of the exploratory study?\",\"answer\":\"The study examines full-time Ontario elementary teachers’ perceptions, attitudes, and practices regarding financial literacy education.\"},{\"question\":\"How do teachers generally feel about teaching financial literacy in elementary school?\",\"answer\":\"Respondents overwhelmingly favour teaching financial literacy, and almost half currently incorporate it into their classroom practice.\"},{\"question\":\"What barriers and supports do teachers report?\",\"answer\":\"Teachers cite the lack of an appropriate curriculum and insufficient support from schools and school boards. Professional development is identified as the main type of support they want going forward.\"}]","Financial Literacy Education in Ontario - An Exploratory Study of Elementary Teachers’ Perceptions, Attitudes, and Practices | PDF",1792082570,73]