Christakis, NA and Fowler, J (2007), ‘The Spread of Obesity in a Large Social Network over 32 Years’, The New England Journal of Medicine, Vol. 357, pp. 370-379. Crawford, C, Davies, NM and Smith, S (forthcoming), ‘Why do so few women study economics? Evidence from England’, Royal Economic Society. Disney, R and Gathergood, J (2013), ‘Financial literacy and consumer credit portfolios’, Journal of Banking & Finance, Vol. 37(1), pp. 2246-2254. Earwicker, R (2016), ‘The impact of problem dent on health – a literature review’, EU Joint Action Programme on Health Inequalities. Edelman (2017), ‘2017 Edelman Trust Barometer’, available at https://www.edelman.com/trust2017/ Financial Conduct Authority (2017), ‘Understanding the financial lives of UK adults – Findings from the FCA’s Financial Lives Survey 2017’, available at https://www.fca.org.uk/publication/research/financial-livessurvey-2017.pdf FLY Project (2015), ‘The State of Financial Education and Financial Literacy in the UK’, FLY Project. Gerardi, K, Goette, L and Meier, S (2010), ‘Financial Literacy and Subprime Mortgage Delinquency: Evidence from a Survey Matched to Administrative Data’, Federal Reserve Bank of Atlanta Working Paper Series, No. 2010-10. 18  All speeches are available online at www.bankofengland.co.uk/speeches  18  Haldane, A (2015), ‘The Great Divide’, speech available at www.bankofengland.co.uk/publications/Documents/speeches/2016/speech908.pdf Haldane, A (2017), ‘A Little More Conversation, A Little Less Action’, speech available at www.bankofengland.co.uk/publications/Documents/speeches/2017/speech971.pdf Haldane, A and Turrell, A (2017), ‘An interdisciplinary model for macroeconomics’, Bank of England Staff Working Paper, No. 696, available at http://www.bankofengland.co.uk/research/Pages/workingpapers/2017/swp696.aspx Harris Interactive (2005), ‘What American Teens & Adults Know About Economics’, report prepared for The National Council on Economic Education, Harris Interactive.

People have more important things to do in their lives than think about interest rates and bank regulation, about price and financial stability. Or at least I hope they have. Indeed, central banks would be failing in their job if people were spending too much of their lives thinking or worrying about these issues. Nonetheless, the actions of central banks are important for most people at key decision points in their lives. At those points, a trusting and understanding relationship between the central bank and the public matters. It matters for people when making good decisions. It matters for the economy when following a good course. It matters for policymakers when setting good policy. That is why everyday economics, terrible title and all, matters to the Bank of England. 16  All speeches are available online at www.bankofengland.co.uk/speeches  16  Annex  Figure 1 – Study of Mathematics  Per cent of total population at each age  1%  Undergraduate level  12%  A-level  75%  GCSE  100%  Pre-GCSE  Sources: HESA, Joint Council For Qualifications, ONS and Bank Calculations Notes: As mathematics is compulsory at younger ages, we assume that the percentage of students studying it pre-GCSE is 100%. Undergraduate level includes of the professional graduate certificate in education, foundation degrees, HND/DipHE and other undergraduate qualifications. This chart does not include Scottish qualifications.