Implementing Calkids: Results from a Brief Interactive Financial Capability and Asset Building Video Intervention for Social Work Students

Background and Purpose: Financial Capability and Asset Building (FCAB) is a Grand Challenge for the social work profession, yet financial education and training on asset-building tools remain limited in social work curricula. Policies such as Child Development Accounts (CDAs) and California’s CalKIDS initiative aim to promote long-term financial security by providing seed investments for children’s education savings, but awareness and participation remain low. Social workers—who often serve communities most affected by financial exclusion—are well positioned to connect families to these programs. However, few studies have examined educational interventions that prepare social work students to promote asset-building opportunities. This study evaluates the impact of a brief educational intervention embedded within a graduate social work course that combines financial capability education with service-learning activities to disseminate information about CalKIDS.

Methods: The intervention consisted of a 9-minute interactive video introducing the CalKIDS program, key personal finance concepts, and the importance of compound interest and long-term investing. It also covered budgeting, credit management, emergency savings, and use of 529 plans and retirement accounts. The video was delivered online in short segments with interactive questions to reinforce learning and encourage reflection. It was embedded in a three-part macro assignment: (1) viewing the video and completing pre- and post-surveys, (2) planning outreach strategies, and (3) engaging in a short service-learning activity to disseminate information.

Participants included 143 second-year Master of Social Work (MSW) students. Surveys measured financial literacy, intrinsic motivation, financial capability, and financial well-being using validated instruments. Data analysis included descriptive statistics and paired t-tests to assess pre–post changes.

Results: Results indicate that the intervention increased students’ interest in financial products and improved understanding of key concepts. Students reported strong intentions to adopt recommended financial behaviors, such as budgeting, saving, and investing. The service-learning component engaged some students in disseminating information about CalKIDS and personal finance to others in their communities.

Conclusions and Implications: Findings suggest that short, interactive educational tools combined with service learning may effectively introduce financial capability and asset-building concepts in social work education. By equipping future practitioners with foundational financial knowledge and outreach experience, such interventions may help increase awareness and utilization of programs designed to reduce wealth inequality and promote long-term financial security.