Awarded Grants

Search or browse below to see past awarded Field of Interest grants. You may search by recipient organization name, project name, or city. Additionally, in the sidebar you may filter the grants displayed by year, interest or grant amount.


Youth Leadership Program

The program is aimed at promoting the health, well-being and resilience of Aboriginal children, youth, individuals and families. The programs goals are to: develop a sense of belonging, ownership and control in youth’s personal lives, their education and within their communities and families; Increase self esteem, self awareness, resiliency and sense of responsibility in order to function as mentally and emotionally well members of their communities and society in general. When youth are connected, they will be more likely to graduate. The aim is to build resilience and well-being of at-risk youth, and families through leadership training, mentorship, self esteem building, cultural connectedness, and educational workshops based on common social issues affecting youth today. The development process will include engaging stakeholders, students and their families in creating a program that fits well within the school system and can be sustained over time. This program must be youth directed to achieve buy in and be successful. Instruments of data collection will be created to gain input into what interests youth, how they would like to be involved and how educators and family can best support them. A training curriculum will be developed based on information collected and timelines for implementation of the program will be established. Near the end a core group of participants will be identified in order to carry the project to implementation.

A Rocha Canada

Cultivating Holistic Education in Surrey Schoolyards

In partnership with the Surrey School District (SSD), Cultivating Holistic Education in Surrey Schoolyards will initiate three schoolyard farms in inner city secondary and/or elementary schools, and facilitate food literacy learning in five elementary schools over the next three years. Cultivating Holistic Education In Surrey Schoolyards will: 1) address root causes of social, economic and ecological inequity, by promoting food sovereignty, including access to and control over ones food sources, 2) offer hands-on sustainable agriculture education (the schoolyard farms will be tools for teachers to teach English, Math, Health and Science to all students, as well as to facilitate learning specifically for Aboriginal and Special Education programs), and 3) provide spaces for community celebration, cross-cultural connection and relationship building. Alongside A Rocha staff and SSD teachers, SSD children will grow food, learn new skills, be empowered to take ownership of the food they grow and become passionate about what they eat, as well as to celebrate the fruits of their labour.

Abbotsford Restorative Justice and Advocacy Association

Proactive Comprehensive Anti-Bullying Program for Middle Schools

We recognize that there is no shortage of approaches and data on responding to bullying issues in schools. However, there is a shortage of people implementing practical programs based on their local contexts. What makes this project different is that we seek to understand our local context using school based surveys and THEN to use existing tools and empirically supported resources to address our needs and realities. After analyzing these surveys we will work together with BC Centre for Safe Schools (BCSSC) to compile a manual of best practices in dealing with bullying in Abbotsford middle schools. We are not reinventing the wheel; we are simply using existing research to create a tailor-made approach for Abbotsford. This program will address bullying behaviour by creating an inclusive, empathic, and responsive school culture, develop a program of classroom circles to promote healthy relationships, develop emotionally honest and open communication, training of staff, supervisors, and parents to recognize and help address bullying behaviour,and mediating bullying incidents.

Access to Media Education Society


Providing an avenue of expression for youth with firsthand experience of displacement, this program honours their lived experiences while supporting efforts to enrich public understanding of the contributing factors + consequences of displacement + forced migration. The production phase of the program will see 24 youth creating 6 new (dis)placed-based digital stories, and up to 24 vlogs. The outreach phase will see participants publically screening and presenting their work, creating / facilitating workshops + online resources designed to increase awareness and prompt dialogue in schools + beyond. Featuring youth-made videos, lesson plans, background info + activities, the resources developed will: • Enable newcomer + indigenous youth to see themselves/their experiences reflected in the school curriculum, while easing some of the burden of explanation off of them. • Assist educators, students, + support workers in: (i) unlearning biases, dispelling misconceptions, challenging racialized violence, and institutionalized hate; (ii) learning about circumstances forcing Indigenous, refugee and newcomer students to leave their homeland, challenges faced in the process, and possible ways forward. The learning/unlearning that these resources facilitate are essential aspects of creating educational environments that are inclusive, support marginalized youth in “transitioning through and out of the education system”, and enhance their potential for broader civic engagement

Youth-MADE (Media Arts Diversity Education and Empowerment)

Youth-MADE is a media arts outreach program that creates video-based youth-made resource packages for high school and elementary students. It also trains up to 20 culturally diverse youth facilitators, and develops and delivers a series of youth-facilitated workshops for students, educators and administrators. For example, a module about the experiences of urban and rural Aboriginal youth discusses holistic ways to heal intergenerational trauma.

Arts in Action Society

Groundswell Grow

Currently, we are working with our alumni and community partners to plan and design Groundswell Grow. We will launch Groundswell Grow with a weekly marketplace on Granville Island in summer 2017. It will provide living inspiration for how to do business that benefits community, and give young ventures access to market, real estate, and an extended community support network. Advanced programs will include mentoring and market stand training, and support services for the early stage social venture community with the help of our community partners. As successful young entrepreneurs “graduate” out of the marketplace incubator stage they will populate the city with social businesses that work for communities and become mentors for new Groundswell Grow participants. The ecosystem will expand to include other local, young, social ventures who get access to the marketplace and a supportive network of training, mentoring and venture services. The marketplace setting will increase opportunities for public outreach and education around community based ventures and social entrepreneurship. This model will change the flow of resources through the business system: more small scale, unlikely entrepreneurs will have the knowledge and access to financial and social support to be able to create successful social ventures that provide them with meaningful employment. And, more businesses will exist that add social and environmental value to communities, not just monetary value.

Oh the Places You Should Know: A Squamish Place Names Curriculum

The “Oh the Places You Should Know” curriculum project aims to create a foundation for the development of learning materials to accompany the Sk_wx_wu´7mesh Place Names map that are tailored to the needs of individual School Districts situated on Sk_wx_wu´7mesh territory (Vancouver, Burnaby, North Vancouver, West Vancouver, Squamish, and Whistler). The project will include focus groups with teachers in order to understand their needs, collaboration with Sk_wx_wu´7mesh knowledge keepers to collect stories and information to be used in the materials, and the creation of sample materials to be piloted in select School Districts. These materials have the potential to change how those living on Sk_wx_wu´7mesh territory understand and interact with Sk_wx_wu´7mesh peoples and places. By using these materials, students and teachers can begin to break down the cycle of racism that our education system has historically perpetuated. Awareness is the first step towards change. The materials will afford a deeper understanding of the culture and current issues of the Sk_wx_wu´7mesh peoples, and a greater appreciation of the natural history of the places students and teachers visit every day. With support from Vancouver Foundation, we will be able to develop test materials to pilot in several schools, and gather the feedback required to create inspiring curriculum kits that will change how those on Sk_wx_wu´7mesh territory learn about Sk_wx_wu´7mesh histories and peoples.

Groundswell: Grassroots Economic Alternatives

Groundswell is an eight-month training school for people under the age 35 to develop the skills to build sustainable enterprises, including but not limited to co-ops, self-employment, social businesses, collectives, non-profits and other grassroots economic configurations. We actively target low-moderate income and immigrant youth, primarily from the Eastside of Vancouver and suburban areas, particularly Surrey. We will expand over the next 3-5 years to serve 70 participants annually, which given the very significant interest seems entirely reasonable. Critically, our vision for Groundswell is to work with all graduates on a long-term basis to establish a lasting supportive network of community enterprises. This vision is not possible on our own, and thus we have been expending a huge amount of effort to collaborate with local community groups and other organizations working towards a new economy. We were met with an overwhelming response when we first opened for applications in Spring 2013 and already have a huge amount of interest with a swiftly-growing applicant list for 2014.

Ashoka Canada

Changemaker Showcase and Challenge

Ashoka Canada will collaborate with colleges and universities to organize a series of Changemaker Showcases that will connect students to local innovators and opportunities for changemaking. Each showcase features a main speaker, two youth-led projects, an open mic session for students to share current projects, followed by an informal networking session. Ashoka Canada will record each 10-minute talk and showcase them on its website as free resources that can benefit other social innovation educators. Our partner schools in BC will take turns hosting and organizing each of the showcases, which are open to the public. In conjunction with this series, we invite all students who are inspired to take part in a daylong social innovation bootcamp and launch a project as part of our Changemaker Challenge. Educators from Ashoka's partner schools will co-design the bootcamp ahead of time at a special educators summit and then co-facilitate the bootcamp as well as guide participants through the challenge. Qualifying teams will be able to receive funding to start their projects.

Changemakers Competition on First Nations, Metis and Inuit Education

Changemakers is a community of action where individuals around the world collaborate on solutions to solve the world’s most pressing social problems. Our online platform brings together 130,000 contributors from around the globe. Participants submit ideas, collectively identify the best social solutions, and then collaborate to refine, enrich, and implement those solutions. With the McConnell Foundation, we identified a Changemakers competition as a way to find innovations in the field of education, as well as to make meaningful connections between grassroots innovators and the philanthropic sector in Canada. Ashoka Canada is launching reRooting Education: Inspired Approaches to First Nations, Métis and Inuit Learning. We are looking to find, map and generate innovative ideas and strategies to improve First Nations, Métis and Inuit students’ engagement and success in education. Top entries will be recognized with prizes, which will be awarded at a closing summit. Additional prizes will acknowledge outstanding entries from specific geographic regions or thematic topics.

Association of Neighbourhood Houses of British Columbia

A Reggio Emilia-Inspired Early Learning Centre for BC

Our project is to create a Reggio-based Learning Centre at Frog Hollow that will train and support child care centres and school teachers across BC to implement the Reggio Emilia approach. Activities will include tours of our childcare programs, introductory presentations on the Reggio approach, the production of a practice-based training video, both customized and general workshop presentations, consulting services for centres and teachers, web-based promotion of the Reggio approach and our services, and support for networking and mutual support between centres implementing the Reggio approach. We will begin by focusing on Metro Vancouver and eventually offer training and consultation across the province. There are 102,908 child care spaces in BC for ages 0-12, which is approximately 20% of the total number of children. Our goal is to make the Reggio Emilia approach available to as many of the child care centres as possible. Scaling out the Reggio Emilia approach to centres across BC will result in increased school readiness along the EDI vulnerability areas, a closer alignment with the BC Early Learning Framework, and assist with the transition of children to the school system as the Reggio Emilia approach is both consistent with and complimentary to BC's New Curriculum. We anticipate a change in the early learning system in both the routines and beliefs of the system. The Learning Centre will become a social enterprise and will eventually become self-sustaining.

B.C. Association of Family Resource Programs

Path to Learning Pre-Course

The purpose of this project is to develop a specialized pre-course to engage potential learners who are continually left behind. In 2009 FRP-BC completed the development of the FRP Certificate and partnered with the Justice Institute of BC in the delivery. Over 150 applications were submitted for the 2009-2010 offerings. 52% of applicants did not meet the basic eligibility requirements. It was decided that a specialized pre-course was required. The Path to Learning Pre-course (PLP) is unique from other "Adult Boost Camps" as it will be developed through an Aboriginal self-reflective lens while bridging other cultures. The training will include a mentoring component to build capacity & self-esteem. The PLP is a 2 day on site offering with 10 hours of post mentoring. The PLP will incorporate 4 components to enable learners to: 1. Recognize & adjust to the rigors of post-secondary education 2. Build confidence & dispel the fears of school 3. Understand why post-secondary learning is vital to their work with families 4. Understand the foundations of family support theory & practice

Be the Change Earth Alliance Society

Greenest School Lab

The Lab is a proposal to convene a multi-stakeholder coalition that will guide participants in addressing the personal, social, and environmental conditions necessary for creating a model ecological culture in a school. By engaging the knowledge, shared values, and professional resources of stakeholders BTCEA will be informed and positioned to ensure that this initiative delivers: 1. An impact-driven coalition of stakeholders who will come together at various stages of collaboration to share their knowledge, experience, and concepts. 2. A deliberative and dynamic process developed around shared values that will effectively surface innovative ideas and prototypes for building a model school necessary for a sustainable future. 3. A knowledge-rich network of relationships that will sustain the process for surfacing innovative ideas for school-based initiatives to be prototyped and piloted in a school in the Vancouver and Surrey districts. To bring the greenest school into reality, BTCEA will identify the different users of a greenest school, determine what design interventions they can create together, and deliver a prototype that they can test together. Stakeholders will share ideas and insights, first individually and then collectively, on supporting systemic change as already advanced within provincial and municipal policy change to develop the greenest school model and work to align school-based social interactions with sustainability principles.

SLS: Student Leadership in Sustainability

In 2009, BTCEA began adapting its community education program for use within secondary schools. A further four years of research and development ultimately yielded the Student Leadership in Sustainability (SLS) program. SLS provides teachers with an experiential, solutions-based educational curriculum that empowers their students to take leadership on environmental and social justice issues, while at the same time fostering self-awareness, confidence, and meaningful connections between fellow students, their families, and the community. SLS is currently being used in 25 schools by over 4,000 students in Metro Vancouver, and BTCEA now stands poised to introduce sustainability education to other school districts in BC and ultimately across Canada. This project will build on the early success of SLS in Vancouver and: 1) Significantly augment and refine SLS program materials 2) Increase the integration of sustainability education in high schools throughout BC while contributing to the professional growth of educators 3) Provide a French translation of SLS curriculum materials

Bill Reid Foundation

Reconciliation through Traditional Knowledge and Creativity

Reconciliation as a catalyst for social change. The Bill Reid Gallery honours the legacy of Bill Reid by programming to build bridges among First Nations and between First Nations and other peoples. It plans to leverage this commitment and expertise by working with key partners to develop an adaptable education program designed to engage a wide range of age groups, from K-12, and play an important role in the reconciliation of Aboriginal peoples and other Canadians. This interactive education program will utilize the transformative power of cultural treasures and indigenous knowledge to change basic routines and beliefs by creating a greater awareness of the interconnectedness of all things. Participating students will develop a sense of their place in the world, and an understanding of how ancient knowledge can inform and impact their lives today. This program will be piloted during our upcoming exhibition Land, Sea, People (October 15, 2015 – March 27, 2016) which celebrates the story of Gwaii Haanas, and documents the leadership role it’s playing by developing one of the first integrated land-sea-people plans in Canada. The Gallery will build upon the expertise of key partners like the David Suzuki Foundation, Reconciliation Canada and the Aboriginal Education experts at the Vancouver School Board to ensure scientific and environmental accuracy, cultural sensitivities, and links to new curriculum.

British Columbia Conservation Foundation

Species at Risk in the Classroom, from Concept to Action

Through work with a number of schools and environmental stewardship groups the SCCP has identified a need for increased education opportunities on conservation of species at risk. To address this, the SCCP secured multi-year funding to develop curriculum guidance and activities for both formal and informal educators with a specific focus on South Coast species and the ecosystems they depend upon. From that “Species at Risk in the Classroom” (SARitc) evolved along with the SCCP’s first children’s storybook on local endangered species (“The Lonely Frog”); developed with a First Nations artist in the Fraser Valley to create accompanying illustrations and link endangered species education to First Nation traditional ecological knowledge. This project will take “SARitc” to the next level, moving from conceptual resources to working directly with teachers and informal educators, sharing conservation expertise, helping implement new curriculum resources and provide hands-on opportunities to get involved in endangered species and ecosystems recovery and restoration.

British Columbia Library Association

Education for Library Staff in Serving People with Disabilities

BCLA will contract with an individual who will create a toolkit that will provide the resources needed to present in-person and online courses on services to people with disabilities for library staff. The toolkit would include a list of topics of interest (based on the 2012 survey of library staff), a list of presenters, a list of training partners and what they can contribute to the training, and step-by-step instructions for organizing in-person workshops and for creating webinars and MOOCs. The developer will also produce one in-person workshop (in collaboration with BCLA’s Special Needs Interest Group, the BC Coalition of People with Disabilities [BCCPD] and Citizens for Accessible Neighbourhoods BC [CAN BC]) and one webinar (in collaboration with the Education Institute) as proof of concept. The toolkit will reside in an online repository currently being built by the Virtual Learning Commons (VLC – see #14 for further information) which will provide access to a wide audience from this virtual venue.

British Columbia Schizophrenia Society

Reach Out Psychosis - multi level teachers toolkit

Demand for this project, from Provincial counsellors, teachers, mental health organizations, & aboriginal communities, has been generated due to total lack of a specific curriculum piece for teachers & educators within BC schools to improve understanding of early intervention & treatment of psychosis. Left undiagnosed students lose valuable education years affecting completion rates & their future lives. The project is needed to provide educators with a resource to be used as a curriculum piece in schools (also adapted for aboriginal communities) to raise awareness of early psychosis; identify & clear pathways to referral to early psychosis clinics; & provide ongoing support to teachers & students. The project is aimed at providing educators with the information & resources they need to educate teenagers & young adults as well as ongoing support to teachers & students. The Toolkit will be a complete, multi level resource package including 1-2 lesson plans, & ongoing 24-hour online support service for teachers and students. FREE to all BC schools & downloadable from website

Canadian Centre For Policy Alternatives

Building Climate Justice Education in British Columbia

The Canadian Centre for Policy Alternatives (CCPA), through its Climate Justice Project (CJP), will develop an education strategy to share current research findings about climate change and inequality with schools and the broader public. Since 2009, the CJP has generated a body of research that explores such areas as transportation policy, food security, resource and forestry policy, employment and green jobs, energy policy and carbon pricing strategies in the BC context and through an equity lens. This research serves as building blocks of an integrated and equitable climate strategy, and a bold vision of how BC can move forward in a zero-emissions future. This project is an engagement and education strategy that will translate the CJP's findings and research into educational materials that can be used by teachers and schools, along with community groups and other popular education efforts, with a focus on curriculum resources and professional development for teachers. This project will enhance young peoples' understanding of salient issues around climate change and climate action.

Canadian Institute of Reading Recovery

Targeted Early Intervention for Literacy - A Vancouver Training Institute

Reading Recovery is an evidenced-based effective 12-20 week intervention that changes the life trajectory of the students. It is based on the understanding that for children who are struggling to learn to read, the best investment is a highly trained teacher. The RR Network for professional development is three-tiered. Teachers in schools receive an additional year's training and ongoing mentoring from a Teacher Leader. The teachers then support the 15 - 25% of grade one students who are struggling to read with expert one-on-one teaching. The Teacher Leaders are trained for a year by Regional Trainers. BC does not currently have a resident Regional Trainer and candidates have to travel to Winnipeg or Toronto for a full year to receive the training. This project aims to establish a Centre in Vancouver to support the Teacher Leaders in the Region and to meet the training demands created as the program expands throughout the Region. Working with the Vancouver School District and others in the Region, the CIRR will train and support Teacher Leaders for RR.

Canadian Mental Health Association - BC Division

Social Innovation for Social Inclusion of Vulnerable Populations

Social Innovation for Social Inclusion of Vulnerable Populations

Canadian Society Promoting Environmental Conservation (SPEC)

The School Gardens Project Outreach and Expansion

Experienced SPEC facilitators assist teachers in the implementation and maintenance of an organic vegetable garden on school grounds. They facilitate lessons both outdoors and in the classroom which train teachers in an innovative, project-based method of meeting curriculum expectations in science, health and many other areas. This solutions-focused project engages students in an enjoyable and memorable experience which fosters citizenship and volunteerism in partnership with the community. In 2009 the Vancouver Foundation supported the piloting of this project in 2 Vancouver schools. SPEC has supported its expansion to 5 additional schools including locations with high cultural diversity and socioeconomic barriers. In 2012-2013 SPEC seeks to conduct outreach throughout Vancouver to support schools seeking to begin similar projects through the finalizing of SPEC's manual, school-based assistance and Pro-D opportunities. It also seeks to expand upon the current waste reduction element of the project and connect students and the project increasingly with the surrounding community.

Capilano University

It Takes a Partnership (ITAP)

This is an innovative initiative to develop a diploma level Community Leadership and Social Change Program for low income and vulnerable volunteers in collaboration with community and institutional partners. We are creating a pathway of opportunity; linking students’ lived experience of social exclusion, other training, and volunteer work experience to leadership and employment opportunities in the community. The teaching and partnership process will promote deep transformation in learners, partners and the community. The project will build on our community literacy partnerships and will expand the funding model developed for the Community Capacity Building (CCB) Program, ensuring that we continue to make this pathway accessible to all. This project is a profound expression of our University’s strategic focus as a Changemaker organization. It will firmly establish our Department’s role building in creating learning pathways in community development, linking those who are most excluded from post secondary education to an accredited program and meaningful employment in the sector.

Carrier Sekani Tribal Council

Dakelh Language Teacher/Elder in Residence at Aboriginal Choice School

The purpose of this project is to bring a Dakelh language teacher/elder-in-residence program to Carney Hill Elementary School, which will become the Prince George Aboriginal Choice School in September 2010. The elder will act as a culturally supportive person to the entire school population and teach the Dakelh language in an immersion style within the Strongstart classroom.

Cheakamus Foundation for Environmental Learning

Creating Futures Together

Strengthening Futures Together is a collaborative initiative to develop a community plan to address barriers faced by indigenous youth to reduce the rate of suicide, achieve post-secondary success and secure meaningful, stable, and well-paid employment. Not only does this dramatically increase the health and well-being of individuals and families; addressing systemic barriers creates stronger communities and contributes to a more innovative and stronger economy.