Due to COVID-19, the bursary program has been suspended.
The Canadian Premature Babies Foundation (CPBF) bursary was established in 2015. Each year we help post secondary students with the costs of their education through our bursary program. The main requirement? Each bursary applicant must have been born prematurely and live in Canada.
This bursary is not necessarily about “financial need”, but demonstrated determination and resiliency following the applicants’ premature birth. We know being born prematurely comes with its challenges, sometimes more than anyone will ever know, and to be able to progress through the school system and into post secondary school is a major feat. We celebrate each applicants’ experiences while they strive for a post secondary education.
This bursary is dependent on funding availability and is subject to change.
2019 Bursary Recipients
We are pleased to introduce you last year’s bursary winners.
Chantal is a 4th year Bachelor of Science in Nursing student at Thompson Rivers University and she has her sights set on a career in neonatal nursing.
Chantal arrived at 26 weeks, weighing 1 lb 10 oz. Chantal’s childhood included learning challenges, but through the support of her school and educational assistants, she was able to complete French Immersion elementary and high school.
While working on her university degree, Chantal has been employed as a student nurse and teaches swimming and is a lifeguard at her community pool. Chantal has been an active participant at past World Prematurity Day events at her hospital and is happy to share her prematurity story with others.
Congratulations, Chantal, your determination is evident, and we are thrilled to provide you with one of this year’s bursaries. Good luck with your career!
Restrictions and limitations are not part of Sarah’s vocabulary.
Born at 23 weeks, weighing in at 420 grams, Sarah beat numerous odds to be here today. While growing up, Sarah did experience significant learning disabilities, had and Individualized Learning Program, which included learning accommodations and modifications. Sarah spent a lot of her childhood in a segregated learning environment. She realized, should she continue the same path, she would be unable to complete a formal high school diploma and she would not graduate with her peers. With determination and extensive time spent in tutoring and receiving additional support, Sarah was able to complete her high school diploma.
Sarah is a student at Dawson College, and she has set her sights on a career in social services. She says, “I want to be an advocate by championing the rights of others who are often left to their own devices and have difficulty accessing services through empowerment and direct intervention.”
Sarah, we congratulate you on your resilience and self-advocacy skills. The stories from your personal experience will be an immense benefit and motivation for those you support through your social services role.
Alice was born at 34 weeks and at 4 weeks of age had a bout of Respiratory Syncytial Virus, which lead to respiratory difficulties in her childhood.
Alice’s elementary and high school years were challenging, and she received accommodations, such as additional time to complete tests and work. Alice was diagnosed with Attention Deficit Disorder and Autism Spectrum disorder, which contributed to hear learning difficulties and social interactions during her school years. She often found herself playing catch up to ensure she could keep up with her course requirements in order to complete high school. Sarah did complete high school and with a 92% average in her senior year!
Alice is now preparing to begin her university education at McMaster University, with the goal of completing an honours degree in Biology, Psychology, Neuroscience, and Behaviour. Her current career goal is to eventually become a psychiatrist.
Well done, Alice! It sounds like limitations and restrictions are not in your vocabulary either. Best of luck to you as you begin your post secondary education this fall.