A high school senior from Coeur d’Alene, Aniston Ewing, has taken the initiative to educate her peers on financial literacy. During a recent classroom presentation, she shared insights into budgeting, investing, and managing debt. Her motivation stems from a childhood memory of observing her grandfather balancing his budget in a notebook—a practice that sparked her interest in money management. Now planning to dual-major in accounting and finance at Boise State University, Ewing regrets the absence of formal financial education in her school curriculum. She advocates for earlier exposure to essential financial concepts such as taxes, credit cards, and budgeting strategies like the 50-30-20 rule. With Idaho's new legislation mandating financial literacy courses in high schools starting this academic year, Ewing’s efforts align with broader initiatives to empower young people financially.

Aniston Ewing’s journey toward understanding financial responsibility began when she was a child accompanying her grandfather on errands. Watching him meticulously record transactions in a small notebook, she became curious about his methodical approach to managing finances. This hands-on experience introduced her to the concept of budget balancing long before mobile banking made it automatic. As she matured, Ewing recognized the importance of financial literacy not only for her future career aspirations but also for everyday life. At just 18 years old, she is already set to pursue dual majors in accounting and finance, yet she acknowledges gaps in her own educational background. Specifically, she laments the lack of structured financial literacy classes during high school, where students could learn about critical topics like budgeting, taxation, and responsible credit usage.

Ewing’s capstone project focuses on addressing these deficiencies by educating her classmates. Through her presentation, she emphasized practical tools like the 50-30-20 budgeting guideline, which encourages allocating income toward needs, savings, and discretionary spending. According to English teacher Shawnna Fields, who also instructs dual credit courses, Ewing demonstrates both personal commitment and keen awareness of her peers' struggles with financial basics. By highlighting real-world challenges faced by younger generations, including rising levels of credit card debt among Gen Z and Millennials, Ewing underscores the urgency of fostering financial independence early in life.

Idaho’s recent legislative action requiring financial literacy courses in high schools supports Ewing’s advocacy. The implementation follows the passage of House Bill 92, ensuring students receive foundational knowledge in personal finance and money management. Data from sources like Forbes reveal alarming statistics about U.S. credit card debt, reaching $18.04 trillion as of late 2024. Younger demographics, particularly Gen Z, carry significant average debts despite having fewer credit cards compared to older generations. Such figures highlight the necessity of teaching adolescents how to handle finances responsibly before they encounter adult responsibilities.

Aniston Ewing hopes her research and presentation inspire fellow students to embrace financial responsibility confidently. While acknowledging that math and numbers may intimidate some, she believes organizing earnings leads to healthier relationships with money. Ultimately, her goal extends beyond imparting knowledge; she aims to instill greater confidence in her audience as they transition into adulthood. For Ewing, empowering others means equipping them with skills necessary for independent living and lifelong financial competence.