Toronto District School Board

Community Use of Schools

Our School...Our Community

Schools in the Toronto District School Board have long been identified as hearts of their communities. The TDSB believes in strengthening community ties with schools to create healthier neighbourhoods through life-long learning.

The Community Use of Schools is anchored on existing TDSB parent and community involvement policy. The project funded by the provincial government provides reduced or free equitable access to the use of school space and facilities for programs that strengthen the bonds within the community. It provides an enriching opportunity for children, the youth, family members and the entire community.

The strength of the Community Use of Schools lies in its ability to establish effective partnerships with communities and community agencies. It is a product of collaborations with various levels of government combining resources to produce better facilities for use by communities in their quest for a healthy, active living and safe neighbourhoods.

The concept of the Community Use of schools is a forward–looking approach of creating an enviable future for us all. Its success is embodied in the Board’s vision of identifying each neighbourhood as a “village” raising healthy children that will in turn nourish and support healthy communities. The Direction of the Board’s “Achieving, Believing and Caring” will actualize this vision of providing and supporting quality programs in schools to create and support a healthy community. 

Community Use of School Facilitators:

Ugonma Ekeanyanwu - 416 395 4829
Nura Aman - 416 395 4831  
Mona Khan - 416 395 4832 
Salin John - 416 395 4830
Yetunde Olowokere - 416 395 4833

Are you looking to Permit space in one of our schools? Learn more by reading about our Permit process.

Want to become involved? Read about our Community Use of Schools Advisory Committee.


Read our Community Use of Schools Newsletter or the Community Use of Schools Brochure for more information on our programs.
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