NOW TAKING APPLICATIONS!
Are you interested in making our community better for young people? The Youth Impact Fund can help you put your ideas into action!
Deadline to Apply: November 21, 2025
Two funding opportunities available:
- Funding up to $2,500 per initiative,
- 3-5 Signature Initiatives funded up to $4,000.
What We Are Looking For
Planet Youth Nipissing is excited to support initiatives that:
- Increase opportunities for youth to participate in the community through programming, activities and supports.
AND/OR
- Increase meaningful connections experienced by youth and by caregivers.
How To Apply
- Review the Application Guide (English, French) to understand the details and requirements.
- You can preview the Funding Request Form in PDF format here: (English, French)
- Complete the Funding Request Form by November 21, 2025.
- Looking for inspiration or project ideas?
- Scroll down to see previously funded initiatives.
- Check out what youth said in the Planet Youth Nipissing survey
We Are Here to Help!
Have questions or need support with your application? Don’t hesitate to reach out.
Contact: planetyouth@healthunit.ca
To learn more, contact us or check out our Frequently Asked Questions Page


Previously Funded Initiatives
To create a more welcoming and youth-led space, staff at the hub added new games and furnishings based on youth input. Updates included a TV, foosball and air hockey tables, board games, card games, and LEGO sets—all sourced locally from North Bay businesses. These additions sparked creativity and connection, with youth frequently using the space to build, play, and socialize. The changes reflected youth interests and helped make the hub a place where young people feel comfortable and excited to spend time.
Furnishing the hub reinforced the importance of youth-led design in creating safe, inclusive environments. Comfortable, intentional choices transformed the space from functional to vibrant, supporting drop-in engagement, peer relationships, and mental wellness. Involving youth in decisions about how the space is used has fostered a strong sense of ownership—when youth help shape their environment, they take pride in it and bring others in.



To foster student belonging and school connection, staff partnered with local artist Corbin Elliott and the Pride Club to co-create a collaborative art installation. Over several sessions, 20 students aged 12–17 worked with Elliott to design and paint a three-panel piece centered on acceptance and belonging. The final artwork will be displayed in the school library, reaching the entire school community.
Students expressed pride in contributing to a lasting feature of their school environment and enjoyed working alongside a professional artist. The project strengthened peer relationships, built connections with adults, and sparked enthusiasm for future school culture initiatives.
To enhance student well-being and engagement through outdoor experiential learning, the school used microgrant funds to enrich its outdoor environment. New resources included garden tools, bug viewers, nonfiction books, art supplies, picnic tables, and a “wonder wagon” to transport materials outside. These additions transformed outdoor time into a dynamic learning experience.
Students showed increased enthusiasm for nature-based activities, developed literacy and science inquiry skills, and built stronger social-emotional connections through cooperative play and creative expression. The project made outdoor learning more engaging, inclusive, and meaningful for all students.


To promote a stronger sense of belonging, trust, and engagement in schools, a professional development session was delivered to principals featuring Tony Cox from Leaders of the Day. The session focused on experiential strategies for building community and strengthening team dynamics among staff. By equipping educators with practical tools and approaches, the training emphasized how positive staff relationships can directly influence student well-being.
Participants gained new strategies and resources to bring back to their schools, enhancing their capacity to foster inclusive and connected environments. The session also helped strengthen leadership cohesion and encouraged a deeper commitment to cultivating supportive school cultures.
To increase family engagement and foster school connectedness, staff organized 13 inclusive after-school events over two months. Activities included family badminton and basketball nights, LEGO and crafting sessions, yoga and Zumba classes, astronomy evenings with the local Astronomy Club, and Omnikin games led by Maxx Fitness. These events gave 80 children and their families opportunities to explore new hobbies, enjoy physical activity, and connect meaningfully with one another.
The initiative sparked a positive shift in school culture. Students began requesting specific events, showing excitement and ownership over the programming. Parents reported strong satisfaction and built new connections with each other, while relationships between the school and community partners were strengthened. The events promoted mental wellness, body positivity, and educational exploration, helping families feel more engaged and welcomed in the school environment.


Hands assembled and gave out 200 Coping Kits to youth in their live-in and community-based mental health programs. The kits included items like journals, fidget tools, affirmation cards, art supplies, and snacks. The goal was to help equip youth with tools to help manage stress, anxiety, and challenging emotions.
Youth said the kits made them feel cared for and supported, building trust and sparking stronger connections with staff. The kits offered low-barrier, high-impact support in tough moments, and opened up real conversations about emotional regulation. Youth were encouraged to personalize their kits, enabling them to take ownership of their well-being and learn what works best for them.


To fix a lack of suitable gathering spaces at École secondaire Catholique Algonquin, staff used microgrant funds to add 10 ottoman-style seats across three floors near windows. These comfortable, adult-supervised spots now give 200 youth another option for safe and secure seating to help, ease crowding, keep youth on campus, and boost connection and mental health.
Students quickly embraced the space, forming circles to chat, pulling seats aside to study, and using the area to relax or connect. Students feel much more comfortable sitting on the ottomans than on the floor, which has led to more interaction in the space.

An educational trip to Niagara Falls offered students a chance to learn beyond the classroom while promoting identity development, well-being, and academic success. Twenty-six students aged 12–17 participated in post-secondary campus visits to Georgian College, Niagara College, and Brock University, alongside recreational activities such as Ripley’s Museum, Breakout Escapes, the Sky Wheel, indoor golf, and a boat tour of the falls.
The trip was inclusive and accessible, with students helping fundraise and select activities to ensure the experience reflected their interests. The initiative strengthened peer relationships, improved student engagement, and deepened connections between students and staff—making a lasting impact on school culture and student confidence.


Creating space for families to connect through play, the Family Game Night initiative offered a series of themed events designed to strengthen relationships between caregivers and youth. Held regularly over three months, the program featured board games, card games, and group challenges that encouraged collaboration, problem-solving, and healthy competition. Youth volunteers played a key role in welcoming participants and helping create an inclusive, stigma-free environment for all families, including 2SLGBTQIA+ and Indigenous community members.
Approximately 48 youth and their families took part, with many returning for multiple sessions. The initiative fostered meaningful interactions between caregivers and youth, helping build trust and mutual respect. Families appreciated the welcoming atmosphere and the opportunity to spend quality time together in a fun, supportive setting.
To promote mental wellness and strengthen family engagement, staff hosted a Family Wellness Evening focused on key issues affecting youth, including anxiety, vaping, emotional regulation, and peer influence. The event welcomed 69 students aged 12 and under, along with their parents, for a night of workshops and activities designed to raise awareness and model healthy school practices.
The evening successfully engaged families in prevention-focused learning and wellness strategies. Youth acted as ambassadors and role models, helping connect parents to school culture and reinforcing student involvement. Collaboration with the school board wellness team enhanced the event’s impact and strengthened ongoing partnerships.

Future in Safe Hands Festival (FISH Fest), a media art, film, multi-arts festival produced by Studio Project Arts Collective, used microgrant funds to support workshops led by Aanmitaagzi Storymakers, an Indigenous inter-arts company from Nipissing First Nation. The workshops focused on healthy living, sobriety, and cultural expression, and gave youth the chance to lead as artists and facilitators. The project created safe, creative spaces that promote healthy living and community wellness, with a strong focus on Indigenous leadership and collaboration. Youth left the event with greater leadership skills.
This new partnership strengthened cultural connections and opened doors for future collaboration.


Northern Secondary School created a group for 2SLGBTQ+ students & allies. The project set out to build a safe, inclusive space, where kindness empathy, and connection could thrive.
Microgrant funds were used to facilitate weekly lunch-hour sessions, monthly after-school activities (e.g., making buttons and tie-dyed t-shirts) and school-wide recognition of positive student behavior through the “Caught Being Awesome” program. Activities were designed to foster a culture of kindness, acceptance, and inclusion among students. Participation among students aged 12-17 ranged from 6 to 10 students during the various activities.
The project created a safe and affirming space at school, particularly for 2SLGBTQ+ youth, where students could connect socially, engage in creative activities, and build a sense of belonging. Additionally, the program positively reinforced kindness and empathy within the school culture through the recognition initiatives, which students responded to with pride and enthusiasm.
To support student well-being and reduce barriers to school engagement, École secondaire catholique Franco-Cité launched La Boutique Franco-Frip, a student-led initiative offering free clothing, food, and hygiene products. Co-led by a school social worker and a co-op student, the boutique created a welcoming, non-stigmatizing space where youth could access essential items with dignity. Student leadership was central to the project, with co-op students managing daily operations and the boutique remaining open throughout the school day.
The boutique had a meaningful impact on attendance, engagement, and school culture. Over 150 students accessed clothing—many returning multiple times—while 50 students received essential items and another 50 contributed donations. The initiative helped families participate in school activities like field trips and fostered a culture of generosity and kindness. A new partnership with a local community centre was formed to manage overflow donations, expanding the boutique’s reach beyond the school.


To foster inclusion and strengthen social connections, the school hosted La Guerre des Tuques, a four-day winter event that culminated in a hockey finale featuring students, teachers, and community members. Students were grouped into four color-coded “clans” at the start of the year, earning points through activities that promoted teamwork and belonging. Over 175 students participated, including 75 secondary students from Nipissing Ouest and 100 students from grades 5–8 at École Jeunesse Active.
The event brought together students, families, and the broader community, boosting school spirit and engagement. Youth played key leadership roles by leading cheering sections, running the canteen, helping younger students on the ice, and assisting with game coordination. The initiative supported physical activity, cultural connection, and a strong sense of belonging across age groups.
To boost student motivation, belonging, and well-being, Les plumes de Léo offered monthly recognition rewards tied to individual progress on goals such as attendance, course engagement, and collaboration. The initiative created an inclusive system where all students could succeed at their own level and be celebrated for their growth. Activities co-created with students included school-wide bingo, ice cream bars, pie-in-the-face events, and recognition picnics.
Each month, 60–80 youth participated, with high repeat engagement. Students played leadership roles in planning and promoting positive behaviors, helping shape a culture of encouragement and celebration. The program strengthened relationships between students and staff, improved engagement among youth with attendance challenges, and fostered a growing sense of belonging across the school.


The Lighthouse Program at the West Nipissing Community Health Centre creates a safe, inclusive space where 2SLGBTQ+ youth and their peers can be their authentic selves, connect with others, and take part in youth-led activities. The program helps youth feel a stronger sense of belonging and be more active, while also limiting social media, avoiding substance misuse.
With support from microgrant funds, Lighthouse expanded from twice a month to weekly sessions and covered transportation costs for some participants. This boosted attendance and youth’s exposure to peer mentors, health promotion activities and workshops, positive mental health support, and community role models who volunteer with the program.
To expand March Break programming for older youth, staff organized a free laser tag event open to youth and their families. The activity aimed to increase physical activity, social engagement, and positive peer connections during the school break.
Approximately 120 attendees participated, and feedback was overwhelmingly positive. Families appreciated the opportunity to spend time together in an active, fun setting, and youth expressed interest in similar programming in the future.

Laurentian Learning Centre used microfunds to reinstate Monday Funday on a weekly basis, with purchased games, sensory tools, sports equipment, food, and prizes. Designed to boost student engagement, sense of belonging, and to keep students on campus in safe, adult-monitored areas during lunch breaks.
Students looked forward to Monday Funday, using the “third space” to play, relax, and connect with peers, teachers, and staff. Remote-control cars and sensory items sparked student interest and gave staff new ways to support well-being through fun, youth-led activities.
The impact was clear. Attendance jumped from 15 to 25 students per session, nearly reaching the full student body on any given day. Students felt more connected, engaged, and welcomed.



A series of professional development workshops helped enhance teacher capacity in outdoor education by introducing hands-on strategies and resources to support outdoor learning. Three sessions were delivered: Getting Creative with Cross-curricular Approaches encouraged educators to bring curriculum outdoors; Inquiry to Outquiry focused on play-based, inquiry-driven learning for younger students; and Don’t Ask, Just Go Outside offered nature therapy techniques and ways to integrate them into classroom practice. Each workshop lasted 45 minutes to an hour and emphasized experiential learning for educators.
While students did not participate directly, the workshops are expected to have a lasting impact by embedding outdoor pedagogy into everyday teaching. Teachers expressed a strong intention to apply what they learned, setting the stage for improved student engagement, better school climate, and enhanced mental and physical well-being through nature-based learning.

The program aimed to support students transitioning to high school while building leadership skills for Grade 11 and 12 mentors. A two-day “Pathways Road Tour” was organized to deliver one-hour interactive sessions for Grade 7 and 8 students across local elementary schools. Facilitated by senior student leaders, the sessions included conversations, activities, and peer-led discussions on healthy living, time management, school expectations, available supports, and the importance of extracurricular engagement. The experience was designed to reduce anxiety among incoming students while helping senior students develop public speaking, confidence, and mentorship skills.
The sessions were effective in making younger students feel more comfortable and connected with their future school community. Senior student leaders also gained valuable leadership experience through public presentations, including opportunities to present in formal settings such as the school boardroom. The program is expected to continue fostering school connectedness and peer leadership within the district.

Microgrant funding helped the Alliance Centre’s leadership team take part in the Canadian Centre on Substance Use and Addiction Municipal Leaders Table. They joined two virtual consultations in winter 2025, then headed to Alberta for a three-day summit that brought together municipal and provincial leaders, emergency responders, social service providers, and nonprofits.
The Alliance Centre helped shape a national “playbook” to support smaller municipalities with scalable, prevention-focused approaches to substance use and misuse. This work deepened the Centre’s commitment to long-term community well-being and strengthened its partnership with the Municipality of West Nipissing.

To empower youth with practical life skills and promote healthy eating habits, the “Recipes for Success” initiative blended cooking instruction with nutrition education, financial literacy, and cultural exploration. Over six weeks, 25 youth and their families participated in hands-on workshops that taught techniques like chopping, baking, sautéing, and meal planning. The program emphasized family participation and created a safe, welcoming space for all, including 2SLGBTQIA+ and Indigenous families.
Families showed strong commitment, attending every session and engaging deeply in the learning process. The program strengthened family bonds, built confidence in the kitchen, and encouraged shared healthy habits. Each family received a small kitchen appliance to support continued cooking at home, reinforcing the program’s impact beyond the workshop setting.
To strengthen relationships between students, parents, and the school, staff organized a full-day STEM (science, technology, engineering, and mathematics) and robotics event during school hours. Microgrant funds supported hands-on stations with robotics kits, coding challenges, and flexible exploration zones. Students led demonstrations and mentored peers, while parents engaged enthusiastically with the activities.
The event exceeded expectations, with nearly 50% of parents participating—an impressive turnout for a daytime event. All 160 students from kindergarten to grade 6 were able to take part, making the experience inclusive and impactful. The school discovered that daytime programming can be a powerful tool for family engagement and STEM learning.


A pick-up curling and games night gave youth aged 12–17 a fun and inclusive opportunity to try something new. Sixteen participants received an introductory curling lesson and played on the ice, while board and card games were available for those who preferred off-ice activities. Pizza and social time rounded out the evening, creating a relaxed and welcoming atmosphere for all comfort levels.
Youth responded enthusiastically, with all attendees saying they had fun and 86% expressing interest in future events. Experienced curlers mentored newcomers, fostering leadership and inclusion. Participants suggested ideas for future sessions, including longer ice time, music, and more curling games—showing strong interest in continued programming.

A pilot project was launched to reduce barriers to school attendance and community engagement by offering free city transit access to youth through 10-trip and monthly bus passes. Over four months, 28 students aged 12–17 across three school boards received passes based on identified transportation needs. The initiative supported improved school attendance, particularly for students referred to attendance counsellors, by providing a reliable way to get to school—even when the morning bus was missed.
Beyond school access, the passes enabled students to attend off-site community and mental health services, including sessions with Victim Services and Amelia Rising, and supported travel to other therapeutic appointments. The initiative also helped youth and their families with daily living needs, such as getting to work, buying groceries, and attending health appointments together. The pilot demonstrated the broad impact of transit access on youth well-being, independence, and family engagement, and has prompted the city to explore expanding the program.

This initiative united students from two high schools sharing the same building to strengthen peer relationships and promote kindness. A facilitator led a kickoff event where students explored their perceptions of kindness, identified barriers, and proposed strategies for change. The project used Planet Youth Nipissing data to guide discussions, and students participated in open conversations and small group sessions to shape the initiative’s next steps. School leadership was actively engaged, and students were supported in developing resources and follow-up activities to build leadership and belonging.
The initiative sparked strong student interest in improving school climate. Youth expressed appreciation for being part of the process and showed increased awareness of their roles in peer dynamics. Many voiced a desire to continue participating in leadership sessions to support lasting change. Students also shared reflections on the barriers and contributing factors to peer conflict, offering thoughtful solutions to address these challenges. Their engagement laid the foundation for continued collaboration and youth-led improvements throughout the school year.
To support student well-being and connection, the school created a student lounge designed as a welcoming space for relaxation, play, and social interaction. Students were involved throughout the process—from brainstorming ideas to assembling and setting up the room—giving them ownership and leadership opportunities. The lounge offered games, activities, and a calm environment where students could practice coping strategies and build relationships with peers and caring adults.
The space quickly became a valued part of the school day. Students reported feeling more comfortable, supported, and included, and the lounge helped foster kindness and a stronger sense of belonging. The initiative encouraged student leadership and created a positive atmosphere that continues to support mental wellness and social connection.
This multi-school initiative supported student mental health and self-care across three participating schools. Students took part in workshops focused on understanding mental wellness, caring for themselves and others, and learning practical coping strategies. Activities included short, tactile sessions and the creation of personalized wellness kits using items like fidget toys, scented pens, and calming tools designed to engage all five senses.
Students responded positively to the hands-on format and appreciated having concrete tools they could use daily. Feedback highlighted a desire for more in-person connections with mental health service providers and visuals to help build familiarity. The initiative fostered strong participation, increased awareness of mental health, and demonstrated that even small, sensory-based activities can have a meaningful impact on student well-being and engagement.
To increase access to winter sports and outdoor activities, skates, snowshoes, and skis were purchased and distributed across seven rural communities: Mattawa, Bonfield, Corbeil, Astorville, North Bay, Sturgeon Falls, and River Valley. The equipment supported the Winter Carnival in North Bay and remains available for ongoing use in partner communities, helping families stay active and engaged throughout the season.
Approximately 2,000 youth and families accessed the equipment, boosting participation in winter activities and fostering positive family engagement. Youth also contributed as volunteers and event leaders, helping coordinate logistics and demonstrate equipment use. Their involvement strengthened community ownership and laid the foundation for an expanded winter sports program next season.

To promote physical activity and family connection, staff partnered with Pro Sports Management to offer a variety of sports activities for youth and their caregivers. Seventy participants took part in basketball, indoor soccer, snowboarding camps and YMCA Day Passes with participation based on interest and comfort level.
The initiative helped youth build a sense of belonging and encouraged social interaction through team-based play. It also strengthened inter-agency partnerships, expanding referral pathways and creating new opportunities to support youth needs.
Microgrants funds supported the North Bay Youth Pow Wow this past May, covering venue costs at Memorial Gardens. Organized by George Couchie, the City of North Bay, and all four local school boards, the event brought together about 2,500 students from Mattawa, Sturgeon Falls, and North Bay.
Indigenous youth led with confidence and pride, dancing in their regalia as their peers joined in with energy and respect. The Pow Wow was a vibrant celebration of Indigenous culture, promoting student unity, belonging, and mental wellness.
By engaging all four school boards and community partners, the event created a powerful, culturally significant experience for all involved. It was a meaningful step toward truth and reconciliation and is set to become a cherished annual tradition.

To provide inclusive and affordable theatre opportunities for youth, the initiative supported two community-based productions involving approximately 50 participants. Youth were grouped by age (13+ and 12 and under) and took on leadership roles such as junior directors, vocal coaches, stage crew, and a designated “Chaos Coordinator” to support younger cast members. These roles encouraged collaboration, mentorship, and skill-building across age groups.
The program fostered personal growth, confidence, and teamwork. Participants took pride in delivering polished performances, supported by upgraded sound equipment and reusable set pieces. The presence of local leaders at the shows helped validate youth efforts and build community support, reinforcing the value of youth-led arts programming.
