Open to 1Ls in 2026-2027

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:

Low-income renters face multiple barriers to exercising their rights when facing a major rent increase, fighting an eviction, and dealing with a landlord neglecting repairs or harassing their tenants. The high cost of legal representation, not understanding their rights or how the justice system works, and feeling overwhelmed by complicated legal forms, are major barriers tenants have identified for moving forward on important claims to improve their housing situation. Meanwhile, landlords and property management companies have the financial resources to retain lawyers during times of dispute whereas limited availability of and restrictions on free legal resources is a severe impediment for marginalized tenants.

This project will primarily involve legal research in support of ACORN Canada’s tenant organizing work and housing law reform campaigns. Students will work with ACORN to identify a focused research topic that aligns with ongoing legislative or policy priorities—such as rent control, eviction protections, or enforcement gaps in tenancy law. The goal is to produce actionable legal research that can inform advocacy, support public campaigns, and contribute to systemic change in housing law.

In addition to the core research project, if the opportunity arises, students will create a deliverable that provides legal information to low-income tenants regarding Landlord and Tenant Board (LTB) forms and procedures.

ROLE OF STUDENT VOLENTEERS: 

Students will be responsible for reaching out to the organization contact and lawyer supervisor at the onset of the project to discuss the project, training, and resources. A team lead will be appointed who will be responsible for communicating bi-weekly progress reports to ACORN, the partnering organization, on the status and development of the groups’ work. The organization contact will also be available to the student’s should any questions arise. 

The students, along with the organization contact and the lawyer supervisor, will determine tasks, deadlines, and project details in the work plan. It is up to the students to ensure they meet these deadlines. If the students have any issues, they must bring it to the attention of the organization contact and lawyer supervisor immediately. 

It is expected that students will complete the primary final deliverable by the end of March. If they are finished sooner than anticipated, their focus should shift to the second deliverable outlines in the project description section.

TYPE:

Public Legal Education and Research

AREA(S) OF LAW:

Poverty, housing/tenant, and human rights law

COMMUNITY SERVED:

Homeless & marginally housed, people living in poverty, self-represented litigants

NUMBER OF STUDENT VOLUNTEER POSITIONS: 

1 student 

COMMITMENT:

3-5 hours/week - Virtual 

SPECIAL REQUIREMENTS: 

The following are strongly desired skills: An interest in social justice, a general openness to public interest work, an ability to work well under pressure, experience interacting with marginalized clients, strong verbal communication skills. 

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:

The Bail Court Navigator – Brain Injury Project is a two-year pilot initiative led by the Justice & Equity Lab at St. Michael’s Hospital in partnership with Elizabeth Fry Toronto. This innovative program supports justice-involved women with potential or confirmed brain injuries (BI) to navigate the bail process at the Toronto Regional Bail Centre (TRBC).

ROLE OF STUDENT VOLUNTEERS:

• Providing non-judgmental supports for women-identifying and non-binary individuals who are in custody or being released on bail at the Toronto Regional Bail Centre, 2201 Finch Ave. West. 

• Completing brain injury screening and conduct intake for in-custody individuals, and individuals released on bail.

• Follow up calls, and outreach to various programs and services on behalf of clients and staff

• Assisting with other case documentation, administrative tasks, ensuring that all records are accurately maintained and organized.

• Completing data entry on Excel and Microsoft Office.

• Collaborating and communicating with families of service users, community programs, clients, court administrators, Duty Counsel, private lawyers, Crowns, Correctional Service Officers and Justice’s of the Peace to facilitate a supportive and efficient environment, contributing to the overall mission of providing equitable access to justice.

• Court observations & note-taking.

• Conduct research as needed (i.e. Community resources/referrals).

• Retrieve clothing/self-care/food/TTC tickets and other items from the resource room to provide to individuals being released on bail.

TYPE:

Client Services

AREA(S) OF LAW:

Criminal law

COMMUNITY SERVED:

We serve all genders, and many community members are racialized, marginally housed, living with mental health challenges/disabilities, LGBTQIA2+, newcomers, those who have experienced Gender Based or Intimate Partner violence, Indigeous and racialized communities, etc.

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

4 hours per week, in one shift. Work will be conducted in-person.

SPECIAL REQUIREMENTS:

Experience supporting community members in conflict with the law is an added benefit. Professional or academic experience in Social Work, Social Services, Counselling, Shelter supports, etc. is highly preferred. 

PROJECT SUMMARY:

Student volunteers will assist with the creation of legal information guides as well as conduct legal research, as required. The scope of research will be determined in consultation with individual students, such as: A guide or research memo(s) summarizing maximum heat regulations for tenants, a guide or research memo(s) on Above Guideline Rent Increases (AGI’s), A guide or research memo(s) summarizing Fire Safety laws for tenants, a guide to tenant organizing to supplement existing FMTA materials. Other guides will be determined based on emerging issues and students’ interests and skills.

We might also want students to conduct a review of existing FMTA resources with a view to create “plain language versions” of existing education and training materials. Plain language versions of our most popular guides would start to address the need for public legal education materials which are easy to read and understand.

ROLE OF STUDENT VOLUNTEERS:

Students will be responsible for information gathering, the creation of public legal education materials, conducting legal research (e.g. looking up case law) as mentioned above. Other tasks can be added based on student interest.

For legal research, we would like a review of recent case law dealing with the Residential Tenancies Act- particularly relevant divisional law cases. Depending on particular tenant inquiries and/ or organizing in various buildings, we might ask law students for additional legal research not discussed above.

TYPE:

Public Legal Education and Research.

AREA(S) OF LAW:

Provincial and municipal laws impacting tenant (eg Residential Tenancies Act, its regulations, municipal code Chapter 629, and applicable municipal by-laws, occasionally referencing the Ontario Human Rights Code).

COMMUNITY SERVED:

Self-represented litigants, homeless & marginally housed, people living in poverty.

NUMBER OF STUDENT VOLUNTEER POSITIONS:

6 students

COMMITMENT:

3-5 hours/week. Hybrid - Volunteers will meet virtually once every two weeks with the organization contact. Opportunities for job shadowing and attending events can be decided between the volunteers and the organization. Research, information gathering, and writing will be done by students remotely.

SPECIAL REQUIREMENTS:

Students from equity-seeking groups are highly encouraged to apply. We would be interested in working with students from an Indigenous, QTBIPOC, and/or immigrant/refugee background. We would also welcome the contribution of law students with disabilities. Students with lived experience as tenants, or experience working with tenant groups, are also highly 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 Wills Clinic will provide simple wills drafting services for low-income community members who meet the selection criteria. Students may draft wills, powers of attorney for personal care, and powers of attorney for property for eligible clients.

ROLE OF STUDENT VOLUNTEERS:

Fall Term

• Support the development of templates and tools to be used in the clinic.

• Meeting 1: Applicant Screening - Conduct applicant screening with interested clients and receive feedback from supervising lawyer.

Winter Term

• Meeting 2: Drafting Appointment - Conduct drafting appointment with oversight provided by supervising lawyer (either virtually or in-person).

• Drafting (2 weeks) - Use client instructions to draft will and/or Power of Attorney and send to Lawyer for review within five (5) business days.

• Meeting 3: Signing Appointment - Attend signing appointment in-person, act as witness, and give documents to the community member. Obtain feedback from client, conduct client management and appropriate file management and client communications.

TYPE:

Client intake and assistance

AREA(S) OF LAW:

Wills and Estates

COMMUNITY SERVED:

Homeless & marginally housed, seniors, people living in poverty

NUMBER OF STUDENT VOLUNTEER POSITIONS:

3-4 students.

COMMITMENT:

3-5 hours/week. Hybrid - Students can work remotely during the training and tool development period in October. Students will be required to attend drop-in hours on-site at HAVEN in November to conduct applicant screening. Students also must be on-site at HAVEN twice in the Winter Semester for drafting and signing dates. Additional drafting and research will 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.

It is preferable that the upper year student has either enrolled in or completed Wills and Estate Planning.

Students will be working with difficult topics and should be prepared to discuss sensitive issues with clients as necessary. A high level of professionalism may be necessary to navigate some conversations.

PROJECT SUMMARY:

The project, hosted by Indigenous Climate Action (ICA), responds to growing requests from Indigenous communities seeking legal support in responding to government policies and launching legal challenges when rights are being violated. The students will be supporting ICA by performing legal research examining the federal Bill C-5 and major projects proposed under the legislation. Through this research, students will develop a legal “toolkit” to summarize the legal mechanisms available to Indigenous communities seeking to protect and advance their rights, with a focus on both domestic and international Indigenous rights frameworks. Students will provide research for ICA’s internal use and contribute to the plain-language “toolkit” that will be shared through ICA’s networks.

ROLE OF STUDENT VOLUNTEERS:

Research, compiling of information and resources, creation of plain-language PLE materials.

TYPE:

Public Legal Education

AREA(S) OF LAW:

Environmental Law, Aboriginal Law

COMMUNITY SERVED:

Indigenous peoples (First Nations, Inuit, Métis), Children and Youth, Two-spirited Individuals.

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2-3 students. Second year student paired with an upper year student, or two first years and one upper

year student.

COMMITMENT:

3-5 hours/week - Virtual

SPECIAL REQUIREMENTS:

Indigenous candidates preferred but not required. Experience in Aboriginal Law and/or Environmental Law is 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:

Students will assist with the intake of clients at KBCLS. Students will be trained on the types of law that callers need information on and KBCLS intake procedures. Students will then provide the callers with legal information, referrals, or gather the information needed to process the intake.

ROLE OF STUDENT VOLUNTEERS:

The students will be performing general intake duties under the supervision of KBCLS staff. Staff will be available, in person and remotely, to assist students.

TYPE:

Client Services

AREA(S) OF LAW:

Housing, Administrative, Immigration, Social Assistance Law.

COMMUNITY SERVED:

Homeless & marginally housed, people living in poverty, people living with disabilities & chronic illnesses.

NUMBER OF STUDENT VOLUNTEER POSITIONS:

4 students

COMMITMENT:

3-5 hours/week - In Person

SPECIAL REQUIREMENTS:

Clinic/social justice experience an asset but not required.

PROJECT SUMMARY:

Students will be providing assistance on appeals of Ontario Disability Support Program application denials. Students may also have the opportunity to create PLE materials during lulls after filing an internal review or appeal. This project entails researching, reviewing, and synthesizing existing KBCLS materials about the ODSP Appeal process. Students may generate information packages for clients to assist them throughout the process. For example, next steps after filing an appeal. The PLE material may be used on KBCLS’ website.

Students may also have the opportunity to attend client meetings with KBCLS staff lawyers and provide assistance to clients during meetings, under the direct supervision of the lawyer.

ROLE OF STUDENT VOLUNTEERS:

Students will assist with drafting and filing Internal Review requests and appeals to the Social Benefits Tribunal, conducting client interviews, and reviewing case files.

TYPE:

Client Services

AREA(S) OF LAW:

Administrative law – ODSP Act and Regulations, OW Act and Regulations, Personal Health Information Protection Act etc.

COMMUNITY SERVED:

People living in poverty, people living with disabilities & chronic illnesses, people living with mental

health challenges

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1-2 students.

COMMITMENT:

3-5 hours/week - Hybrid

SPECIAL REQUIREMENTS:

Not required.

PROJECT SUMMARY & ROLE OF STUDENT VOLUNTEERS:

Student volunteers will assist with the creation of digital/audio/physical PLE materials on renting basics in Toronto, as well as conduct legal research, as required. The topics covered by PLE materials will be determined in consultation with individual students, such as:

• The Standard Form Lease vs OREA forms

• RTA versus Condo/coop bylaws etc.

• A guide to preparing tenant applications

• Guidelines for self-representation at the Landlord and Tenant Board

Other PLE and research topics will be determined based on emerging issues and students’ interests

and skills.

Materials may include digitally produced content for distribution through the organization’s website, internal networks, or social media, where appropriate. The organization may also request that students prepare physical materials that are easily accessible to clients with limited access to digital media, such as pamphlets and flyers. The organization will determine whether there are opportunities for students to deliver a PLE presentation during the year where students may use prepared slide decks.

TYPE:

Public Legal Education

AREA(S) OF LAW:

Housing, Administrative, Immigration, Social Assistance

COMMUNITY SERVED:

Homeless & marginally housed, People living in poverty, Self represented litigants

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

3-5 hours/week - This is a hybrid project that requires students to be in person for some portion of their work to attend meetings at the office or to attend PLE presentations.

SPECIAL REQUIREMENTS:

Social justice experience is an asset but not required. Interest in Tenant Rights issues and housing

justice is also highly desirable.

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:

The Matthew House Refugee Hearing Preparation Program’s goal is to support individuals prepare for their Refugee Hearing to increase the chances of a successful outcome. The program is run by well trained volunteers many of whom are lawyers and even retired IRB members. These volunteers play the role of “Board Members” and question the claimants based on their actual Basis of Claim (BOC) narrative submitted several weeks earlier. While there is no “counsel” present, a Hearing Supervisor sits in the room during the simulation and serves as a liaison between the volunteer adjudicator and the claimant and facilitates the feedback and interaction.

Students will observe client mock hearings, liaise with the adjudicator, provide information to clients about the hearing process, and to assist in the expansion of the mock hearing service offered by Matthew House across various Canadian cities. In particular their duties will include: 

• Being the voluntary supervisor at hearings

• Walking a claimant through the process step by step

• Providing information about the court process to clients

• Expanding the project virtually to other cities and what that would involve for students

Students will act as volunteer supervisors at the beginning stages of their placement. Supervisors are asked to observe three sessions before leading a session on their own. Students are expected to

transition into volunteer adjudicators for at least one session at the end of their placement. They will be responsible for facilitating the session.

TYPE:

Client Services

AREA(S) OF LAW:

Immigration and Refugee Law

COMMUNITY SERVED:

Immigrants, refugees & newcomers, Self-represented litigants, Linguistic minorities

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

3-5 hours per week - Virtual

SPECIAL REQUIREMENTS:

As this project allows students to work closely with clients, it is essential for student volunteers to be personable, engaging, and genuinely committed to the project. Strong communication skills are important to ensure the success of the placement.

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 & ROLE OF STUDENT VOLUNTEERS:

Rainbow Railroad receives thousands of requests for help every year from countries where LGBTQI+ individuals are open targets of violence. Because the volume of requests is so high, we focus our efforts on assisting LGBTQI+ people who have faced physical violence or face an imminent threat of violence, imprisonment, or death. We have been successful in helping individuals from the Caribbean, Africa, South-Central Asia, Latin America, Eastern Europe, and the Middle East, where we have local networks to support and validate cases. These activities will support Rainbow Railroad’s work in the assessment of LGBTQI+ refugees for the Government Assisted Refugees (GAR) Program. The Government Assisted Refugees (GAR) Program allows Rainbow Railroad to directly refer at-risk LGBTQI+ refugees who lack viable solutions for resettlement in Canada to Immigration, Refugees, and Citizenship Canada (IRCC). Students will support the triaging of cases by assigning a vulnerability score to each case, in order to ensure that Rainbow Railroad is referring the most vulnerable cases to the GAR program.

• Students will review case files in order to prepare for refugee interviews

• Conduct interviews (virtual) with the client to collect biographical data, narrative and information about the refugee’s present-day situation.

• Prepare the final report on the case, ensuring the report accurately reflects the individual's presentday situation.

• Score the case on our Vulnerability Assessment rubric, and include this scoring in the final report, including providing justification for their scoring. 

• As needed, If the case review panel has questions about the scoring, students will respond with further information and/or justification for their scoring. Notify the lawyer supervisor and/or Program Coordinator of any issues or delays as soon as possible.

TYPE:

Client Services

AREA(S) OF LAW:

Immigration and Refugee, Human Rights

COMMUNITY SERVED:

LGBTQ+, Immigrants, refugees & newcomers, Trans and gender diverse individuals

NUMBER OF STUDENT VOLUNTEER POSITIONS:

4 students

COMMITMENT:

5 hours per week, with opportunity to take on more if the student has capacity. Hybrid - the students are encouraged to work remotely based on their availability and are not obligated to show up for regular shifts at the Rainbow Railroad office.

SPECIAL REQUIREMENTS:

Relevant educational/volunteer and/or work experience would be an asset. Those with personal lived experience that relates to our clients are encouraged to apply – i.e. those with diverse sexual orientations, gender identities, and expressions and/or those from regions where we work internationally (Caribbean, Africa, South-Central Asia, Latin America, Eastern Europe, and the Middle East).

PROJECT SUMMARY AND ROLE OF STUDENT VOLUNTEERS:

The 519 Refugee Mock Hearing Program provides support and guidance to LGBTQ+ refugee claimants. The individuals supported through the mock hearing are claimants who have and upcoming hearing with the Refugee Protection Division (RPD) of the Immigration and Refugee Board (IRB) to determine whether they can be granted Convention Refugee Status based on their Sexual orientation, gender identity/expression and/or sexual characteristics (SOGIE-SC claims).

This program allows individuals to get guidance on how to effectively prepare for their refugee hearing. The mock hearing provides an opportunity for claimants get assistance with the drafting/structuring their narrative/claim; feedback on the evidence included in their refugee claim and a simulated hearing with the student volunteers and one of our pro bono volunteer immigration and refugee lawyers. The objective of the mock hearing to familiarize claimants with the hearing process in an affirming environment and provide an opportunity for the claimant to take a more critical look at their narrative and supporting evidence provided in their claim to make any final changes before their hearing.

The student volunteer will also assist with preparing a manual for SOGIESC claimants to be able to provide guided written information for clients as an additional resource to help prepare for their refugee hearing.

Student volunteers are expected to review the claimants Basis of Claim (BoC), forms and supporting evidence prior to each mock hearing. They are also expected to review the IRB’s National Documentation Package for the country the claimant is seeking to be protection from. Student volunteers will then identify any key issues and draft questions which may be explored during the mock hearing. Student volunteers will contact the client ahead of the mock hearing to explain what the client can expect from the mock hearing process. They will be expected to consult with their supervising lawyer prior to each mock hearing. If additional support is needed for amending the client’s BoC, they will coordinate with their supervising lawyer to attend a follow-up meeting with the client.

TYPE: 

Client Services 

AREA(S) OF LAW: 

Immigration & Refugee Law

COMMUNITY SERVED:

Trans and gender diverse individuals, LGBTQ+, Immigrants, refugees & newcomers

NUMBER OF STUDENT VOLUNTEER POSITIONS:

3 students

COMMITMENT:

Up to a maximum of 5 hours per week - Hybrid

SPECIAL REQUIREMENTS:

We welcome applications from trans and gender diverse, Black or racialized 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 

• Experience in clinical, client-facing, and/or tribunal setting 

• Social work background 

• A strong sense of anti-oppression principles

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

PROJECT SUMMARY:

At the start of the placements in October, Lincoln Alexander Law students will receive training and compile resources on TTC services and transit advocacy. Then, during the Fall semester and continuing into the Winter semester, the students will be connected with transit users in TTCriders’ network who are seeking information on how to apply for Wheel-Trans, appeal a denied Wheel-Trans application, and contest a TTC fare evasion ticket.

Students will meet virtually with clients during scheduled one-on-one appointments to provide legal information about these processes. The students will not complete applications or appeals themselves, and will not provide legal advice to clients. Their role will be limited to explaining the relevant procedures and directing clients to appropriate resources under the supervision of a licensed lawyer. Clients will be informed that students are providing legal information only and are not acting as legal representatives.

If a student is unable to answer a client's question during a meeting, they will consult their lawyer supervisor and/or conduct further research before following up with the client at a subsequent meeting. Students will be responsible for scheduling follow-up appointments based on their availability and the client's availability, and will keep the organization updated on any follow-up appointments scheduled. If necessary, the lawyer supervisor may join these meetings to provide additional guidance or support.

To protect client information, students will not be permitted to store any client data on their personal devices. If email correspondence with clients is necessary, the students should request that the organization provide them with an organizational email account. If students need to record client information, any notes or records must be stored using the organization’s systems, and students will be provided with appropriate access as needed.

ROLE OF STUDENT VOLUNTEERS

Students will be responsible for coordinating with the organization to connect with clients, communicating their availability for meetings, researching and learning relevant TTC systems and processes (including Wheel-Trans applications and fare evasion ticket disputes), and communicating with their lawyer supervisors for guidance and support.

TYPE:

Client intake and assistance

AREA(S) OF LAW:

Administrative Law, disability law, quasi-criminal law

COMMUNITY SERVED:

People living in poverty, people living with disabilities and chronic illnesses, homeless and marginally and housed

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2-3 students

COMMITMENT:

3-5 hours/week. Virtual - Students will meet virtually with clients at times that accommodate their schedules and will conduct research and prepare for client meetings remotely. Students will also participate in regular virtual meetings with the organization contact and their lawyer supervisor.

SPECIAL REQUIREMENTS:

Students with lived experience as public transit riders or experience in transit advocacy are highly encouraged to apply.

PROJECT SUMMARY:

The Vibrant Community Health Wills and Power of Attorney (POA) Project will provide student volunteers with the opportunity to research and create informal materials related to Wills and Estate

Law. The PLE materials will be aimed at low-income seniors who are patients at Vibrant and may not have a finalized Will or Powers of Attorney (POA) for Property and Personal Care. The students will work closely with the lawyer supervisor throughout the year, and any PLE materials created by students will need to be reviewed and approved by the supervisor.

Student volunteers will be responsible for delivering one or two Public Legal Education (PLE) presentations on-site at Vibrant. One presentation will be delivered during the Fall 2026 semester, with the option to deliver a second presentation during the Winter 2027 semester.

In the Winter 2027 semester, students will have the opportunity to draft a will and/or power of attorney for patients at Vibrant.

ROLE OF STUDENT VOLUNTEERS:

Student volunteers will be responsible for:

• Developing work plans in early October

• Preparing promotional materials and sign-up sheets for PLE presentations

• Conducting legal research on relevant topics and drafting PLE materials, including slide decks and physical media

• Delivering in-person presentations

• Helping prepare a list of interested Wills and POA clinic participants

• Conducting applicant screening with interested clients and receiving feedback from supervising lawyer

• Attending scheduled drop-in appointments with Vibrant patients in-person or over-thephone, and following up with patients via phone call or email (if applicable)

• Conducting drafting appointments with oversight provided by supervising lawyer

• Using client instructions to draft Will and/or Power of Attorney and sending to Lawyer for review within five (5) business days

•  Attending signing appointment in-person, acting as witness, and giving documents to the client

TYPE:

Public Legal Education & Client Services

AREA(S) OF LAW:

Wills and Estates

COMMUNITY SERVED:

Seniors, People living with disabilities & chronic illnesses, People living in poverty

NUMBER OF STUDENT VOLUNTEER POSITIONS:

3-4 students.

COMMITMENT:

3-5 hours/week. Hybrid - Students will conduct research and prepare PLE materials remotely. Students will be in-person at Vibrant to deliver PLE materials and attend a scheduled client meetings.

SPECIAL REQUIREMENTS:

Kind and empathetic students are encouraged to apply for this project. Experience working with seniors and people with physical disabilities is not required but would be an asset. Students will be working with difficult topics and should be prepared to discuss sensitive issues with clients as necessary. A high level of professionalism may be necessary to navigate some conversations. Vibrant may need to do a background check for student