I teach Physics.
One of my standard lessons is taking an energy bill and analysing it with my students, as part of a cost of electricity lessons. I'd say about 50% of my students pay attention to what we are doing during that lesson (and I'm considered one of the good 'uns, before anyone chimes in with it being my methods that are at fault).
I also did a stand-alone lesson on general finances and budgeting with a class which had finished all teaching for the year. I think only one of them actually completed the (adapted to their knowledge and needs) MSE sheet, which, together with an overview of entry level salaries, gave them a good idea of what they could afford when they moved out, a few did some very basic calculations, but stopped after a while.
This is in an inner city school.
Until many parents (not all, there are a few who are reasonably clued up) stop indulging their children who want the newest iPhone (which number are we on now?) and who will deliberately smash their old phone to get the newest version (done right in front of me, repeatedly, by different students), until children get taught basic money management at home as soon as they are deemed old enough for allowances, until money actually matters to them, it makes no difference what is being taught in school.
Sadly, while we are doing our best in the classroom, until money has actual relevance to children, they won't be interested.
So the buck does stop with homes I'm afraid. My children learn budgeting, learn what they can afford and what they can't and the oldest is included in some financial decisions. The youngest is 5 and knows how to look out for prices in shops as well as how to add up their pocket money to see whether they can afford their weekly object of choice, the oldest can compare prices per unit and make a basic budget plan for a trip out.
Perhaps now is a good time to start these habits and conversations.