Human Rights Law

PROJECT SUMMARY:

Students will assist with the operations of the Reach Legal Services for people with disabilities. Duties include: Direct and daily client interaction through phone, virtual meeting platforms and email intakes with people living with diverse disabilities, their families and case workers. Identifying legal issues and areas of law and making appropriate legal referrals to community legal clinics, legal aid, other community resources, private bar of lawyers, paralegals and mediators. During their assigned shifts, throughout the referral process, students will conduct phone and email communications with clients and legal professionals within Ottawa and its surrounding regions. Ongoing file management and documentation using legal software (Clio) Conducting research on legal topics and drafting memos with analysis of research for the attention of the supervising lawyer. Researching and writing legal articles for the Plain Language Legal Library on the Reach page of ABLE2’s website. Performing outreach activities to legal professionals and agencies serving people living with disabilities. Assisting in the implementation and manning of the Chat Box function on the Reach page of ABLE2’s website. Updating legal referral procedure office materials and resources. Assisting with Reach's educational seminars.

ROLE OF STUDENT VOLENTEERS: 

Student volunteers will sign up for a designated weekly shift. It is expected that students be available 5 hours/week, for their shift. Shifts are scheduled for a duration of anywhere between 3-5 hours/week from Monday to Friday between the hours of 9:00 AM and 2:00 PM, ideally students work one 5 hour shift each week, except for December during the exam period. Students applying for this initiative must commit to being available at least once per week for 3-5 hour shift to provide adequate coverage. Phone calls with clients will be taken using a phone service available over the internet. Students will ask clients relevant questions and record important facts of their case on the Clio database. Students will use the collected information to provide individuals with the most appropriate referrals. Students will work on the other tasks listed above during their shift when there are no incoming calls.

TYPE:

Client Services and Research

AREA(S) OF LAW:

All legal areas, directly affecting people with disabilities

COMMUNITY SERVED:

People living with disabilities & chronic illnesses

NUMBER OF STUDENT VOLUNTEER POSITIONS:

3 students

COMMITMENT:

3-5 hours/week - Virtual

SPECIAL REQUIREMENTS:

Excellent interpersonal skills (confidence in answering phone calls, speaking with clients about sensitive issues, speaking to legal professionals). Customer service experience is an asset. Sensitivity and empathy for people with disabilities. Professionalism. Experience working with vulnerable populations is an asset. Priority will be given to bilingual students.

PROJECT SUMMARY AND ROLE OF STUDENT VOLUNTEERS:

The All Saints’ Drop-in is a safe, non-judgemental place where people can have coffee, rest, use washroom facilities, see a nurse or social worker, eat a hot meal, and access telephone, wifi, and computer services.

2 student volunteers will provide legal information during the drop-in. The student will gather any legal questions and will spend the following 1-2 weeks researching the question (e.g. working on the streets, how the law differentiates sex work and trafficking, navigating criminal justice system, etc.).

The lawyer supervisor will approve the accuracy of the information, and then the student will set up a phone call or in-person meeting with the client to deliver legal information only (likely this will occur on a subsequent drop-in session).

If needed by All Saints, students will create a plain language resource on a legal issue that is of importance to the drop-in clients. The resource will be approved by the lawyer supervisor before being distributed. An example topic may include informing drop-in clients of how their rights may be affected by recent legislation and applicable resources (ex. Bill 6).

Staff will be present at the drop-in each week and is available to attend all presentations to help the students effectively deliver their presentations to the audience. The legal issues often dealt with in the drop-in clinic are landlord/tenant disputes and criminal justice issues

TYPE:

Public Legal Education

AREA(S) OF LAW:

Human Rights Law; Clinics/Poverty Law; Criminal Law.

COMMUNITY SERVED:

Homeless & marginally housed, Domestic Violence Survivors, Racialized communities

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1 student

COMMITMENT:

3-5 hours/week - Hybrid. Attendance at the drop-in must take place in person. Other tasks, such as legal research, may be completed remotely.

SPECIAL REQUIREMENTS:

Students should understand that the drop-in is a low barrier space; as such, clients may not be sober and may be experiencing mental health difficulties or other challenges during the session. Potential students should think carefully about whether they are able to volunteer in an unpredictable and client-facing environment. Preference for experience or interest in social justice or human rights field, working with marginalized communities, particularly sex workers and/or people who use drugs.Experience navigating criminal justice system and accessing resources like legal aid and court support, experience with family law and child welfare would also be an asset.

PROJECT SUMMARY:

The research project will support the ongoing development of ALPHA Education and its WongAvery Asia Pacific Peace Museum. In particular, the research will be on justice and other legal issues arising from WWII in Asia and its post-war years. The output of the project could take different formats proposed by the PBSC student volunteer, such as a research memo, infographic, podcast, or video essay. One impact outcome is the volunteer’s project may be published on ALPHA Education’s website with the consent of the volunteer. PBSC students may choose from the following list of topics for their research or propose a topic that is not listed here, with approval of ALPHA Education staff and PBSC National (approved first by ALPHA with final approval by PBSC National – if the project is not approved by either PBSC or ALPHA, the course of action would be to either tailor the project to address the concerns of either organization (e.g. making it more legal in scope) or working with the volunteer to suggest other ideas).

Post-war trials, e.g. Batavia War Crimes Trials, Philippines War Crimes Commission, Yokohama War Crimes Trials, Shenyang Trials, Khabarovsk War Crimes Trials. 

Lawsuits, e.g. Prisoners of War, Biological and Chemical Warfare, Massacre lawsuits, Textbooks lawsuits in Japan.

Treaties and Agreements, e.g. San Francisco Peace Treaty (1951), Treaty on Basic Relations Between Japan and the Republic of Korea (1965), Japan–South Korea Comfort Women Agreement (2015), Joint Communication between China and Japan (1972).

Others, e.g. Different legal interpretations of Article 9 of Japan’s Constitution, International conventions, International human rights law.

ROLE OF STUDENT VOLUNTEERS:

Student volunteers will conduct research on legal topics that are relevant to WWII in Asia and ALPHA Education’s mission, as listed above. Equally important, student volunteers are encouraged to explore specific aspects of these topics that are relevant to their own personal, academic, and professional interests. Students are encouraged to delve into the legal issues in each of these topics and discuss the legal implications. Along with ALPHA Education staff, student volunteers will co-construct the final product for their research.

TYPE:

Public Legal Education

AREA(S) OF LAW:

Human rights law, international law, labour law, criminal law, treaty law

COMMUNITY SERVED:

Children & Youth, Racialized communities, Immigrants, refugees & newcomers

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1-2 students

COMMITMENT:

3-5 hours/week - Virtual

SPECIAL REQUIREMENTS:

An interest and/or background in history, international law, human rights, and an interest in the history of World War II in Asia is an asset. Students interested in pursuing academia are encouraged to apply. Observance of deadlines and excellent research/writing skills are also an asset.

PROJECT SUMMARY:

The students’ primary responsibility will be to develop Public Legal Education (PLE) materials for a variety of platforms, including ARCH’s social media accounts and website. Students may also be tasked with updating ARCH’s collection of Fact Sheets, Guides and Toolkits on disability law issues. At the beginning of their placement, students will work with ARCH to determine the focus of their media creation based on the organization's current needs, as well as the students' skills, interests, and experience.

Depending on student interest, students may be tasked with drafting an article regarding a particular legal issue that falls within ARCH’s practice area and of importance to ARCH’s communities. The articles for ARCH’s newsletter, the ARCH ALERT, are drafted in clear language for a diverse and varied audience, and offer the student an opportunity to author a short article while developing clear writing skills and research skills. All articles will be reviewed and approved by the lawyer supervisor and newsletter editor, to ensure accuracy and consistency with ARCH’s standards before submission

ROLE OF STUDENT VOLUNTEERS:

• Develop a work plan in collaboration with the lawyer supervisor to identify times for regular meetings and deadlines for final deliverables

• Conduct legal research as needed to support the development of PLE materials

• Use Canva or other preferred platform to produce social media content

• Work under the direction of ARCH staff members to improve and update its website

• Apply communication and plain language skills to ensure produced content is clear, accessible, and easy for a wide audience to understand

TYPE:

Public Legal Education

AREA(S) OF LAW:

Disability law

COMMUNITY SERVED:

People living with disabilities & chronic illnesses, precariously employed individuals, people living in poverty

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

3-5 hours/week - Most work will be conducted virtually. Space will be provided on-site, if needed.

SPECIAL REQUIREMENTS:

A strong preference will be given to candidates who have experience with social media and/or website development. Candidates with strong communication skills and experience creating plain language materials are also encouraged to apply. Students who identify as having a disability or who have lived experience working with disabled individuals are encouraged to apply

PROJECT SUMMARY & ROLE OF STUDENT VOLUNTEERS:

Three student volunteers will provide legal information during the drop-in. The student will gather any legal questions and will spend the following 1-2 weeks researching the question. The lawyer supervisor will approve the accuracy of the information, and then the student will set up a phone call or in-person meeting with the client to deliver legal information only (likely this will occur on a subsequent drop-in session).

In addition, the student can deliver one presentation during the placement, on a legal issue to be chosen with the organization/drop-in clients. The student may produce written materials to be distributed to interested individuals who are unable to attend the sessions.

If the students have time, they will create brochures or guides for commonly asked legal questions to be distributed at Haven.

Staff will be present at the drop-in each week and available to attend all presentations to help the students effectively deliver their presentations to the audience. The lawyer supervisor will be available to hear a mock presentation and must be present during the actual presentation.

TYPE:

Public Legal Education

AREA(S) OF LAW:

Human Rights law, clinics/poverty law, criminal law

COMMUNITY SERVED:

Homeless & marginally housed, People living with mental health challenges, Seniors

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1 student

COMMITMENT:

3-5 hours per week - Hybrid

SPECIAL REQUIREMENTS:

Students should understand that the drop-in is a low barrier space; as such, clients may not be sober and may be experiencing mental health difficulties or other challenges during the session. Potential students should think carefully about whether they are able to volunteer in an unpredictable and client-facing environment.

Preference for experience or interest in social justice, human rights field or criminal law, working with marginalized communities, particularly with people who use drugs. Experience navigating criminal justice system and accessing resources like legal aid and court support, experience with family law and child welfare would also be an asset. 

PROJECT SUMMARY:

The student will work to build a library of public legal education materials designed specifically to be disseminated on the Justice for Children and Youth’s social media pages. The student will use their research skills and creativity to develop schematic PLE materials that can be posted on social media. The primary platform is Instagram, but posts will also be created for Facebook and Twitter. The topics for the digital PLE materials (social media posts) will be provided by JFCY staff and/or will be developed in collaboration with JFCY staff. The student volunteer will be invited to attend the weekly scheduled meetings with the other student volunteers at JFCY, and this may create opportunities for student input for PLE topics to be covered through this project.

The expectation is that the student volunteer creates at least two digital PLE materials per week. PLE materials should be created in multiple versions to fit the requirements of all platforms (Instagram grid, Instagram stories, Facebook, and Twitter). The student will share the images/graphics they create, along with copy for a caption, with the lawyer supervisor. The digital PLE materials will be added to a library of materials that are ready to be posted to social media by JFCY staff.

ROLE OF STUDENT VOLUNTEERS:

Students will receive topics/issues of interest from JFCY staff, will conduct any necessary research, and will use that research to create schematic PLE materials that can be posted on social media. Students will write captions to accompany the images/graphics when applicable and will share all of the PLE materials created with the lawyer supervisor. These materials will be composited in a digital library for the staff at JFCY to post on social media.

The PLE materials will be appropriate for an audience of youth under the age of 25. In general, students will be responsible for meeting deadlines, keeping open communication with their Lawyer Supervisor, and ensuring they are bringing any delays or concerns to the attention of the Lawyer Supervisor and/or Program Coordinator in a timely fashion.

TYPE:

Public Legal Education and Research

AREA(S) OF LAW:

Poverty, housing, human rights, constitutional, immigration and refugee, administrative, family, victim representation, leaving home, and criminal law

COMMUNITY SERVED:

Children & Youth, Homeless & marginally housed, LGBTQ+

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1 student

COMMITMENT:

3-5 hours/week - In Person

SPECIAL REQUIREMENTS:

Students are expected to work within a social justice, anti-oppression and children’s rights framework. Justice for Children and Youth is an inclusive and safe space. Students should be interested in legal research and have strong memo writing skills.

Other assets include: legal writing interest, communications or Journalism knowledge and experience, experience working with youth, experience working within an anti-oppression framework.

PROJECT SUMMARY AND ROLE OF STUDENT VOLUNTEERS:

The Indigenous Youth Outreach Program (IYOP) provides volunteers with an opportunity to contribute to justice education for First Nations, Métis, and Inuit youth while supporting the ongoing development of culturally relevant legal education resources. The project unfolds in three stages over the academic year:

October–November: Review of Justice Education Materials.

Volunteers will work in PBSC groups to review approximately 6 existing justice education materials and provide suggestions for revisions, updates, or enhancements. With guidance from the Level Justice team, volunteers will help ensure materials remain accurate, relevant, and reflective of criminal legal processes and Indigenous justice systems in the Toronto area. Feedback provided during this phase may be incorporated into future IYOP programming.

This component will be completed collaboratively with your PBSC volunteer group, with periodic check-ins required with the lawyer supervisor, Desneige Frandsen. Depending on program needs and volunteer availability, there may also be opportunities to support select IYOP sessions during this period.

January–March: Volunteer Mentor in IYOP Programming

Building on their familiarity with the program materials, volunteers will support the delivery of justice education sessions for First Nations, Métis, and Inuit youth aged 11–18. Working alongside the Level Justice Program Facilitator, volunteers will participate in up to 10 in-person or virtual sessions throughout the winter term.

March: Cultural Humility Reflection

At the conclusion of the project, volunteers will complete a brief Cultural Humility Reflection (1 sentence to 1 page) on their IYOP experience. The reflection encourages volunteers to consider how their perspectives evolved, what they learned about Indigenous communities and the justice system, and how the experience informed their understanding of justice and reconciliation.

TYPE: 

Client Services 

AREA(S) OF LAW: 

Criminal Law, Indigenous Law, Human Rights Law

COMMUNITY SERVED:

Indigenous (First Nations, Inuit, Métis), Children & Youth, Racialized communities

NUMBER OF STUDENT VOLUNTEER POSITIONS:

7 students 

COMMITMENT:

3-5 hours per week. Hybrid - In either the Fall or Winter semester, volunteers will attend virtual or inperson IYOP educational sessions. In either the Fall or Winter semester, volunteers will work together in their volunteer groups to submit review justice education materials. A due date and virtual/remote check-in dates will be pre-determined with the volunteer group.

Please note that travel outside your local region may be necessary, so please budget at least 15– 30 minutes for travel.

SPECIAL REQUIREMENTS:

Given the clientele served (youth), student volunteers should be comfortable working with youth and have a high degree of humility. A Vulnerable Sector Check (VSC) may be required depending on the school the volunteer attends. If a VSC is required and if this provides undue hardship for the volunteer, Level will cover the cost.

PROJECT SUMMARY & ROLE OF STUDENT VOLUNTEERS:

This project has two components. Students may choose to engage with either based on their preferences. (1) Preparing and presenting Public Legal Education (PLE) presentations for Toronto area community groups, including shelters for women affected by partner violence. (2) Research and writing materials which may also be published on METRAC’s Ontario Women’s Justice Network (OWJN) website. These written materials may involve preparing articles, case-comments or blog-style posts on various legal issues in collaboration with METRAC staff.

Examples of past presentation topics include:

• What should a victim of abuse expect during the Integrated Domestic Violence (IDV) Court process?

• Resources to support a victim leaving an abusive relationship

• Workplace Violence and Harassment

• Technology-facilitated gender-based violence

PBSC volunteer students also contributed to many of the articles on the Ontario Women’s Justice Network website.

Students will work with METRAC’s legal information materials, to conduct legal research and to develop and adapt new presentation materials as needed. PLE presentations will explain in clear language, various aspects of the law and legal processes that women are likely to encounter, some of which may be related to information posted on the OWJN and FLEW websites (www.onefamilylaw.ca). The final outputs of the project may include PLE PowerPoint presentations and/or other written resources, which will be used by student to conduct legal information presentations for the community. Students may also prepare articles, case-comments or blog-style posts on various legal issues in collaboration with METRAC staff.

TYPE:

Public Legal Education

AREA(S) OF LAW:

Family, Criminal, Human Rights, Employment

COMMUNITY SERVED:

Domestic Violence Survivors and Women

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

3-5 hours per week - Virtual

SPECIAL REQUIREMENTS:

Given the sensitivity of a shelter environment and working with women exposed to violence, this PBSC placement is limited to woman-identified volunteers. Students must have an awareness of and interest in social justice, human rights, feminism, applied anti- oppression/anti-racism practices, and gender-based violence against women, Two-Spirit, Nonbinary and trans issues. Previous experience with plain language communications and/or community presentations is considered an asset. Candidates should have demonstrated ability to work independently.

PROJECT SUMMARY:

Students will assist MLSC by connecting potential clients with lawyers who specialize in their specific area of concern, coordinating their sessions, and maintaining updated case statuses and client data.

ROLE OF STUDENT VOLUNTEERS:

Assisting with Legal Clinics: Volunteers will actively participate in legal clinics organized by the MLSC. They will support the smooth functioning of the clinics by helping with administrative tasks, ensuring proper documentation, and providing general assistance to clients and lawyers. 

Connecting Potential Clients: Volunteers will engage with potential clients who approach the MLSC seeking legal help. They will listen to their concerns, gather relevant information, and assess the nature of their legal needs. Based on this information, volunteers will connect clients with appropriate lawyers from the MLSC's network. Once clients are connected with lawyers, volunteers will be responsible for coordinating their sessions. This includes scheduling appointments, arranging meeting locations (in-person or virtual), and ensuring both parties are well-informed about the session details.

Updating Cases and Client Data: Volunteers will maintain accurate and up-to-date records of client cases. They will track the progress of each case, record any changes or developments, and ensure that client information remains confidential and secure.

TYPE:

Public Legal Education & Client Services and Research

AREA(S) OF LAW:

Family law, immigration law, human rights law, and employment law among many others

COMMUNITY SERVED:

Religious minority communities, Immigrants, Refugees & Newcomers, Racialized communities

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

3-5 hours/week - Virtual

SPECIAL REQUIREMENTS:

Prior experience conducting intake, or workshop administration an asset. Preference for Muslim students or those with lived experience of race-based discrimination that can appreciate the unique issues Muslim clients at the MLSC face.

PROJECT SUMMARY:

This research project explores the international and comparative treatment of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), focusing on how various international bodies and foreign courts interpret and apply the rights articulated in the declaration. It will investigate the treatment of these rights by international organizations, particularly the UN Human Rights Council, and examine how courts in different jurisdictions incorporate and interpret UNDRIP rights within their legal frameworks. Additionally, the project will assess whether and how these rights are contemplated and applied across various jurisdictions, providing a comparative analysis of different approaches to indigenous rights protection.

This project is informed by the supervising lawyers’ prior research and advocacy on UNDRIP, and will be used to inform future research and advocacy. In particular, please review the following articles for context for the research project:

Kevin Hille and Jesse Abell, “‘Breathing New Life’: The C92 Reference and the Status of UNDRIP in Canadian Law” (2025) 6 SCLR (3d) 173

Kevin Hille and Jesse Abell, “‘Where There Are Legal Rights There Are Remedies’: The Promise of Reconciliatory Remedies and the Limitations of Shot Both Sides’” (2026) 11 SCLR (3d) 323

ROLE OF STUDENT VOLUNTEERS:

Student volunteers will search for and review the decisions of international bodies and foreign courts to assess how they are addressing UNDRIP principles and related principles under parallel international instruments.

TYPE:

Research

AREA(S) OF LAW:

Human rights law, civil procedure, Aboriginal law

COMMUNITY SERVED:

Indigenous (First Nations, Inuit, Métis), People living in poverty

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1 student

COMMITMENT:

3-5 hours/week - Virtual

SPECIAL REQUIREMENTS:

Knowledge of or interest in international law, international human rights law and UNDRIP required.

PROJECT SUMMARY AND ROLE OF STUDENT VOLUNTEERS:

The Trans ID Clinic provides free legal information, form-filling services and referrals in a learning space that strives to be trans-positive, non-judgmental, anti-oppressive and inclusive. PBSC law student volunteers and lawyer supervisors work collaboratively to assist trans and gender diverse individuals with obtaining new pieces of identification. The Trans ID Clinic also hosts a monthly Guided Trans ID Self-Help Program and drop-in for non 1:1 clients, community members, and service providers to come and learn how the name change process works, additional self-help resources, and guidance (3rd Monday of each month, 6-7:30pm). The Trans ID Clinic also works in conjunction with the 519 Notary Clinic, which operates twice a month (2nd and 4th Mondays of each month 6-8pm) to provide commissioning services for Name Changes and other related applications. Both of these programs happen yearround, but students are welcome to participate during times that align with their volunteering engagement.

Student Trainings will take place the first week of October 6-10th. 

Students will meet with clients virtually (Teams or Zoom). There is also the opportunity for students to meet with clients at the 519. During the meeting, they will assist clients to fill in name change and gender marker applications. Students are not permitted to give out their personal contact information to clinic clients and will be provided with a 519 email address instead. Student volunteers will be expected to meet with the partner organization three times per semester to provide and update and seek guidance as needed. Student volunteers should take the initiative to schedule pre-determined meeting times with the partner organization contact at the outset of their placement. Students will have the opportunity to participate in the monthly Guided program as well as the bi-monthly Notary Clinics on rotation. Student volunteers will not be expected to volunteer during the month of December, however if they have the interest and availability to do so they will notify the organization contact.

TYPE: 

Client Services 

AREA(S) OF LAW: 

Administrative law, human rights law

COMMUNITY SERVED:

Trans and gender diverse individuals, LGBTQ+, People living in poverty

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

Up to a maximum of 5 hours per week - Hybrid

SPECIAL REQUIREMENTS:

Given the background of clients being served, we welcome applications from trans and gender diverse, Black or POC students. Volunteers selected must demonstrate ongoing and meaningful allyship with the Two-Spirit, Trans, non-binary and non-gender conforming and gender diverse communities. Volunteers must have strong organizational and time management skills, strong attention to detail, record-keeping and communication with supervisor skills, and experience with client relations or communications.

Assets include: 

• Personal or professional experience working with Two-Spirit, Trans, non-binary and non-gender conforming communities 

• Front-line/clinical experience 

• Social work background 

• A strong sense of anti-oppression principles