Investing in her future means investing in providing the right support, not just financial skills
In today’s blog, Audrey Hamilton, National Program Manager, Corporate Referrals & Financial Hardship at Good Shepherd Australia New Zealand, reflects on the conversations from Walk with Her, hosted by Good Shepherd Australia New Zealand and RMIT University. Audrey explores why investing in the futures of girls and young women means going beyond building financial capability to creating accessible pathways to support, particularly during the life transitions that can bring both opportunity and financial vulnerability.
Walk With Her 2026 graphic featuring Good Shepherd and RMIT University logos beside colourful silhouettes of people walking.
Investing in her future means investing in support, not just skills
In recognition of International Day of the Girl, Good Shepherd Australia New Zealand and RMIT University hosted the second annual Walk with Her event on 15 October. Through a panel discussion, shared conversation and a 3.5 km walk through Melbourne, Victoria, the event explored how education, financial capability, digital literacy, technology and leadership can contribute to brighter and more financially secure futures for girls and young women.
Life transitions are key moments for growth but also vulnerability
At the panel, we were privileged to hear young women reflect on their transition into higher education. We discussed the impacts of social media, social pressures and the expectation to have “everything together”, all of which influence people’s ideas of financial wellbeing while also creating barriers to accessing support and financial capability education.
Research has shown that young Australians are resilient but financially stretched thin, and financial precarity remains deeply gendered. Catherine Kimm, Senior Coordinator of Student Advising at RMIT University, shared stories of students with such limited access to resources, including reliable internet, that they were completing assignments in McDonald’s car parks or travelling to the airport to access free Wi-Fi. While these examples demonstrate enormous resilience and creativity, they also prompt us to ask why such resilience is required in the first place, and what more can be done to ensure young people have equitable access to the resources they need to participate in education.
Financial capability is not something we achieve once and carry unchanged throughout our lives. It shifts as our lives evolve, and each new phase of life calls for different financial knowledge, skills and support.
Financial capability can only go so far
Financial capability is having the practical knowledge, skills and confidence which support individuals in making financial decisions. It is often framed as an individual skill that people either have or don’t have. However, how people access and use their financial capability is shaped by systems, institutions and available supports. If we want girls and young women to thrive, we need to move beyond expecting individuals to navigate increasingly complex financial circumstances alone and instead build environments that make participation and financial learning accessible throughout life.
In our work supporting people experiencing financial hardship, one of the most common myths we encounter is that financial difficulties are evidence of personal limitations. The same assumption follows people who don’t reach out for help, whose hesitation is too often seen as a personal failing. Instead of asking why people don’t seek support sooner, we should ask whether our systems are designed to offer support at the moments people are most likely to need it.
The gap between support and access
We need to consider not just that support exists, but who feels entitled and able to access it. Barriers to accessing support go beyond simply being aware that help exists. People may:
not recognise their circumstances as financial hardship, or not believe they are entitled to support
feel embarrassed or experience stigma about asking for help
find systems and referral pathways difficult to navigate
find that available support does not fit their circumstances.
The role of employers, universities and organisations in creating pathways to support
The impacts of financial stress reach far beyond the individual, affecting educational participation, workforce engagement, mental wellbeing and long-term economic security.
Universities, employers, community organisations and others all have a role to play. We are seeing greater recognition of the impact financial stress and hardship can have on people’s lives, with more organisations introducing hardship programs and considering financial wellbeing as part of Employee Assistance Programs and other wellbeing initiatives. This is an important step, but having a program in place is not the same as having one that is accessible, responsive and able to make a meaningful difference when someone needs support.
When organisations invest in meaningful, targeted and varied pathways to support, more people can access help when they need it.
Walking with her into the future
The discussions at Walk with Her reminded us that to enable more girls and young women to participate confidently in education, employment and community life, we cannot focus only on individual capability. We must influence the institutions, policies and systems that shape the opportunities available to them.
Author: Audrey Hamilton, National Program Manager, Corporate Referrals & Financial Hardship at Good Shepherd Australia New Zealand
Moderator: Dr Jennifer Hester and Dr Sophie Kedzior, Policy Advocacy and Service Impact, Good Shepherd Australia New Zealand