Students are part of the solution

aka #ICANHELP   |   Bakersfield, CA   |
GuideStar Charity Check


EIN: 47-1589233


Our mission is to empower student changemakers, promote digital safety, and celebrate youth innovation through our powerfully relevant curriculum, hands-on training, annual LiveStream events, and global social media communities. Negative online material and behavior are linked to higher levels of stress, anxiety, depression, and suicide in kids and teens. Just because students understand the mechanics of social media and digital technology doesn’t mean they know how to deal with issues like cyberbullying, harassment, inappropriate content, privacy, and online safety. At #ICANHELP, we aim to empower students with the tools and training they need to protect themselves, develop their digital media toolkit, and use social media in a way that promotes mental and emotional wellness.

Notes from the nonprofit

Our vision is simple yet ambitious: to grow into an internationally recognized educational nonprofit whose work transforms how current and future generations of students use social media and digital technology in their everyday lives. We believe that every student — with the proper training, guidance, and support — has the power to create a positive impact, whether on a local level or a global scale.

Ruling year info


Executive Director and Co-founder

Kim Karr

Main address

PO Box 11796

Bakersfield, CA 93389 USA

Show more contact info



Subject area info




Youth development

Youth organizing

Population served info


Young adults



Children and youth

NTEE code info

Youth Development Programs (O50)

IRS subsection

501(c)(3) Public Charity

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Tax forms

Show Forms 990



Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Suicide is the second leading cause of death for 10- to 24-year-olds across the US. Online abuse, harassment, bullying, and inappropriate content are linked to higher levels of stress, anxiety, depression, and suicide in kids and teens. Just because students understand the mechanics of social media and digital technology doesn’t mean they know how to deal with issues like cyberbullying, harassment, inappropriate content, privacy, and safety. Further, teens spend an average of nine hours a day online, and 49% of them don’t turn to adults for help when they have a problem. Young adults need the proper education and support to learn how to overcome these challenges.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

#ICANHELP Presentations

Middle & High school students have been using social media for several years. However, most have not been taught how to use it properly. The #ICANHELP School presentation will use real-life examples to help students & staff understand:

• Their digital footprint
• Basic self-assessment and awareness of social media fatigue or overload
• What “liking” a post actually means
• How to stay positive online and the importance of spreading positivity
• Tools they can use to stay positive and stop negativity
• The risks of sexting
• Privacy and respect for themselves and others online
• The dangers of cyberbullying and how to ask for help if you see it or experience it

Population(s) Served

This curriculum is designed to provide scripted lessons for anyone on a school campus responsible for training students, teachers, and/or staff about cybersecurity, cyberbullying, and the importance of teaching best practices on social media.

• Provide step-by-step lessons for teachers, counselors, resource officers, librarians, and media specialists
• Give teachers & students the tools to be proactive online & offline
• Provide lessons in Digital Citizenship & Digital Leadership (including definitions)
• Provide lessons to help students and staff prevent becoming victims online or offline
• Provide all participants the tools to handle tough or uncomfortable situations both online and in-person

Population(s) Served
Young adults

Digital4Good celebrates students who are using digital technology to make a positive impact in their communities. We’re shining a spotlight on student innovation and leadership to show the world just what kids + teens can do with the right tools, education, and encouragement.

The annual Digital4Good Summit celebrates ten outstanding student innovators who are using digital media and technology to solve problems and advance social, economic, environmental, and educational causes. The Summit is a LiveStream event, which means that virtual participation is limitless. The winners are also paired with mentors in relevant industries who can help them grow and advance their causes.

Population(s) Served
Young adults

Bring positivity to your school’s campus with an #ICANHELP Club! You and your friends can create a supportive student community and stop online drama in its tracks. Empower your fellow students to be digital changemakers with activities, contests, and more!

• Startup kit (includes sample constitution and meeting agenda, startup success guide, posters, social media content, and activity ideas) is provided via our website
• Students organize and execute campaigns, training, and volunteer events under the supervision of a faculty advisor

Population(s) Served
Young adults

Digital First Responders know how to address online negativity, report inappropriate behavior, and support friends and peers on social media. This training will not only teach participants how to be Digital First Responders, but they’ll be able to share and teach others as well.

In this two-hour training workshop, student leaders and educators will learn about:
• The latest social media apps, trends, and reporting procedures
• Tools to empower and protect students online
• How students can create allies online
• Case studies + strategies + best practices to empower students to navigate the challenging and awkward situations they experience in the digital world

Participants will also receive a full digital training workbook to use when teaching others to become Digital First Responders.

Population(s) Served
Young adults

Give your students the lessons and activities they need to use social media safely and responsibly. By discussing and practicing real-world scenarios in a safe environment, students will learn about the impact social media can have on their lives—now and in the future.

Use this curriculum to teach students how to stay safe, build a personal brand, and create a positive and healthy relationship with social media and digital technology.

What you'll get:
• Social Media Literacy Syllabus
• Social Media Literacy Lesson Plans and Classroom Activities
• Rubrics
• Assessments
• Quizzes
• Worksheets
• Videos
• Google Slides Shows
• Daily Warm-Ups & Ice Breakers

Population(s) Served
Young adults

We’ve designed this course to help schools create technology policies that support, protect, and empower their students. We’ve also put together incident response templates and frameworks to help schools resolve online problems like cyberbullying and harassment.

At the end of this course, teachers and administrators will be able to:
• Create a comprehensive school or district-specific student technology policy
• Form an incident response team and customize a standard reporting process and investigation plan to resolve student issues
• Train all teachers, staff, and administrators on the new policy and how to use it to support and protect students
• Use social media and other digital technology to connect with students authentically
• Roll out digital positivity campaigns with the help of student leaders

Population(s) Served
Young adults

Where we work


Spotlight on Digital Wellbeing 2019


Spotlight on Digital Citizenship 2020


Spotlight on Digital Citizenship & SEL 2021


Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of teachers trained

This metric is no longer tracked.
Totals By Year
Related Program

Digital First Responder Training

Type of Metric

Output - describing our activities and reach

Direction of Success


Rate of student attendance during the reporting period

This metric is no longer tracked.
Totals By Year
Related Program

#ICANHELP Presentations

Type of Metric

Output - describing our activities and reach

Direction of Success


Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Currently, we offer two digital workshops (Digital Wellness and Digital First Responder Training). We plan to develop four more to expand our coverage, reach, and engagement. Moreover, we aim to sell 150 curriculum packages and to have 1,000 unique downloads of our free teaching/policy resources per year.

To amplify the impact of our curriculum, we encourage schools to pair the lessons and activities with an #ICANHELP club that can work with other student leadership organizations on campus to reach the entire student body. By 2025, our goal is to have 50 #ICANHELP clubs at schools across the US.

We have four distinct areas of focus, each of which has its own programs and initiatives that support our overall vision and mission:

1. Digital4Good
This annual event celebrates innovative student leaders who are using digital technology to make a positive impact in their communities. Each year, we connect ten of these students with industry mentors to support their organizations’ continued growth and to enhance their own professional and personal development. We celebrate our Digital4Good winners for an entire year via digital media and traditional PR campaigns. We showcase their individual stories on a dedicated microsite and promote them regularly across our social media channels.

2. #ICANHELP Lead: For Students
We have multiple programs and initiatives designed to engage and empower kids and teens to use digital technology positively and become good digital citizens. These include our internship and volunteer program, which targets high school seniors and college undergraduates; our digital zine The Helper, and our clubs.

3. #ICANHELP Educate: For Educators
We offer online courses, workshops, presentations, and other resources to both students and educators to teach kids and teens how to engage with digital technology to protect and support themselves and their peers. Our teaching and training programs focus on digital citizenship; digital wellness and mental health; and digital safety and community building.

4. #ICANHELP Support: For Sponsors, Mentors, & Partners
We rely on monetary and advisory support from grant foundations, corporate sponsors, and individual donors to create, market, facilitate, and distribute our educational content, training resources, and engagement programs. We also have a community of mentors who share their time and expertise with our student volunteers to teach them new skills.

Peer-to-peer education and support are some of the most effective ways to reach kids and teens. We have a team of student leaders who assist in the design and delivery of programming to ensure that our approach is relevant and relatable to younger age groups. This approach makes our “train the trainer” courses and workshops for educators more effective.

We currently have nine interns, thirty-seven specialists, forty seasonal interns and over 150 volunteers who work in Digital Media, Content Creation, Public Relations, Graphic Design, Video Production, Marketing, Recruiting, and Program Management. We also have a community of professional mentors who share their time and expertise with our student volunteers and interns to help them develop personally and professionally.

All of our programs are delivered virtually, either through scheduled sessions with our leaders or via on-demand online courses, making them scalable and easily accessible for all schools and student communities. We also complement all of our educational programming with social media initiatives and communities that provide engagement activities, advice, and support for students and teachers.

To date, we’ve reached over 2 million students in four countries through our training programs, workshops, curriculum, clubs, annual summit, and internship. We’ve trained 450,000 students in over 600 schools and districts to deliver our training programs, thereby amplifying our reach to 12.5 million.

By 2025, our goal is to train and empower 1 billion students to use digital technology for good through our digital citizenship educational courses, workshops, and curricula, all of which are delivered virtually to students and educators. We strive to empower students to confront and overcome negative online behavior and content while building positive digital communities.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We aim to collect feedback from as many people we serve as possible, We act on the feedback we receive

  • What challenges does the organization face when collecting feedback?


Fiscal year: Jan 01 - Dec 31

Revenue vs. expenses:  breakdown

SOURCE: IRS Form 990 info
Note: When component data are not available, the graph displays the total Revenue and/or Expense values.

Liquidity in 2022 info

SOURCE: IRS Form 990


Average of 3.05 over 8 years

Months of cash in 2022 info

SOURCE: IRS Form 990


Average of 2 over 8 years

Fringe rate in 2022 info

SOURCE: IRS Form 990


Average of 3% over 8 years

Funding sources info

Source: IRS Form 990

Assets & liabilities info

Source: IRS Form 990

Financial data

SOURCE: IRS Form 990


Revenue & expenses

Fiscal Year: Jan 01 - Dec 31

SOURCE: IRS Form 990 info

Fiscal year ending: cloud_download Download Data


Balance sheet

Fiscal Year: Jan 01 - Dec 31

SOURCE: IRS Form 990 info

The balance sheet gives a snapshot of the financial health of an organization at a particular point in time. An organization's total assets should generally exceed its total liabilities, or it cannot survive long, but the types of assets and liabilities must also be considered. For instance, an organization's current assets (cash, receivables, securities, etc.) should be sufficient to cover its current liabilities (payables, deferred revenue, current year loan, and note payments). Otherwise, the organization may face solvency problems. On the other hand, an organization whose cash and equivalents greatly exceed its current liabilities might not be putting its money to best use.

Fiscal year ending: cloud_download Download Data


Financial trends analysis Glossary & formula definitions

Fiscal Year: Jan 01 - Dec 31

SOURCE: IRS Form 990 info

This snapshot of Digital4Good’s financial trends applies Nonprofit Finance Fund® analysis to data hosted by GuideStar. While it highlights the data that matter most, remember that context is key – numbers only tell part of any story.

Created in partnership with

Business model indicators

Profitability info 2019 2021 2022
Unrestricted surplus (deficit) before depreciation $129,009 -$39,377 $102,732
As % of expenses 40.9% -21.1% 40.0%
Unrestricted surplus (deficit) after depreciation $128,904 -$39,429 $102,732
As % of expenses 40.8% -21.1% 40.0%
Revenue composition info
Total revenue (unrestricted & restricted) $444,698 $202,918 $359,767
Total revenue, % change over prior year 0.0% 0.0% 77.3%
Program services revenue 73.8% 84.6% 65.1%
Membership dues 0.0% 0.0% 0.0%
Investment income 0.0% 0.0% 0.0%
Government grants 0.0% 15.4% 4.2%
All other grants and contributions 27.6% 0.0% 30.8%
Other revenue -1.4% 0.0% 0.0%
Expense composition info
Total expenses before depreciation $315,689 $186,559 $257,035
Total expenses, % change over prior year 0.0% 0.0% 37.8%
Personnel 50.0% 52.8% 39.2%
Professional fees 10.2% 26.3% 32.4%
Occupancy 0.0% 0.0% 0.0%
Interest 0.0% 0.0% 0.0%
Pass-through 0.0% 0.0% 0.0%
All other expenses 39.7% 20.9% 28.3%
Full cost components (estimated) info 2019 2021 2022
Total expenses (after depreciation) $315,794 $186,611 $257,035
One month of savings $26,307 $15,547 $21,420
Debt principal payment $0 $0 $0
Fixed asset additions $0 $0 $0
Total full costs (estimated) $342,101 $202,158 $278,455

Capital structure indicators

Liquidity info 2019 2021 2022
Months of cash 5.8 3.2 7.2
Months of cash and investments 5.8 3.2 7.2
Months of estimated liquid unrestricted net assets 5.5 2.7 6.8
Balance sheet composition info 2019 2021 2022
Cash $151,328 $49,488 $155,037
Investments $0 $0 $0
Receivables $144,573 $0 $0
Gross land, buildings, equipment (LBE) $910 $910 $910
Accumulated depreciation (as a % of LBE) 77.4% 94.6% 94.6%
Liabilities (as a % of assets) 51.3% 13.7% 6.2%
Unrestricted net assets $144,102 $42,751 $145,483
Temporarily restricted net assets N/A N/A N/A
Permanently restricted net assets N/A N/A N/A
Total restricted net assets $0 $0 $0
Total net assets $144,102 $42,751 $145,483

Key data checks

Key data checks info 2019 2021 2022
Material data errors No No No


The people, governance practices, and partners that make the organization tick.

Form 1023/1024 is not available for this organization

Executive Director and Co-founder

Kim Karr

Kim was a middle school teacher for 13 years and co-founded #ICANHELP in 2013. She is a leading motivational speaker, curriculum developer, and leadership trainer. Kim is continuously working to make the world a better place and empower youth. She guides and supports our student internship program and has big plans for the future of #ICANHELP and Digital4Good! Kim is excited to work side-by-side with students to be stronger together and lead them to new opportunities greater than they could’ve imagined!

Number of employees

Source: IRS Form 990


Officers, directors, trustees, and key employees

SOURCE: IRS Form 990

Show data for fiscal year
Compensation data
Download up to 5 most recent years of officer and director compensation data for this organization

There are no highest paid employees recorded for this organization.


Board of directors
as of 02/13/2023
SOURCE: Self-reported by organization
Board of directors data
Download the most recent year of board of directors data for this organization
Board chair

Kim Karr


Term: 2013 -

Chiko Scozzafava


Thomas Varghese

Strategic Investor

Molly Anderson

Lighthouse Community Public Schools

Mitch Winterlin


Alexa Negrete


Brandon Farbstein

Global Inclusion Strategist

Lisa Dabbs

Lisa Dabbs Consulting

Ogechi Ikhile

Kaiser Permanente

Kim Karr

Executive Director

Ash Ambardekar


Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Not applicable
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 12/15/2022

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.


The organization's leader identifies as:

Race & ethnicity
Gender identity
Female, Not transgender
Sexual orientation
Decline to state
Disability status
Decline to state

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation


We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 12/15/2022

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.