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Ever since this program, I have been looking into more types of programs like this. This kind of opened up doors to other opportunities." — Meko, Grade 11 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550355657135-J88EH8RF83LFEWEC6NMQ/website5.JPG Mission - What is YPAR? Youth Participatory Research is an innovative approach to positive youth and community development based in social justice principles in which young people are trained to conduct systematic research to improve their lives, their communities, and the institutions intended to serve them. https://youthresearchlab.org/volunteer-index-impact daily 0.75 2025-05-12 https://images.squarespace-cdn.com/content/v1/59dbc7c2cf81e0c47e15482d/1509983042007-RTMWNU37BD3WV9M6HT4B/_50A4130.jpg Volunteer https://youthresearchlab.org/donate-index-impact daily 0.75 2025-05-12 https://images.squarespace-cdn.com/content/v1/59dbc7c2cf81e0c47e15482d/1509386798700-GZN997HA8TMR0M009X0F/Untitled-3.jpg Donate https://youthresearchlab.org/blog-impact daily 0.75 2025-05-12 https://youthresearchlab.org/blog-impact/example-blog-post-1-ralj5 monthly 0.5 2017-11-09 https://youthresearchlab.org/blog-impact/example-blog-post-2-eg6e4 monthly 0.5 2017-11-09 https://youthresearchlab.org/partners daily 0.75 2019-10-09 https://youthresearchlab.org/research daily 0.75 2019-07-10 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1548799816424-R3MY8CAGE3W3M8LA5CK8/image+1+-+research.JPG Impact READ FULL PAPER HERE https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1548800038230-UUL2SMM0POM3UR6ONH37/image+2+-+research.JPG Impact READ FULL PAPER HERE https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1548801823977-5IYRKDSQOQOJ1EGUYAH8/image+3+-+research.JPG Impact READ FULL PAPER HERE https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1562783390239-G2QCK9HGGMS0UQGCE0I2/bodyimageyparposter.jpg Impact Body Image Poster by Elyn Zamora https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550164245316-ILYXOSTIP9GZVXDH4NRL/ypar1.JPG Impact At UTS, this is just another example of inequality and unfair advantage. For those who live far away, taking the crowded subway every morning is a pain, and trying to complete homework on it is even more of a pain. But those who can afford to buy an apartment right beside UTS minimize their travel time, which can lead to an advantage over other students. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550358148019-MADMZFS1UYNMB5ZHE6W3/ypar4.JPG Impact This is a photo of two posters advertising extracurricular events taped to the door of the staircase across from my locker. Every day, students are bombarded with emails inviting them to all sorts of clubs and events and surrounded by posters such as these ones. This puts a lot of pressure on students because, at UTS, we are expected to be well-rounded and have a strong line-up of extracurriculars. One of the most obvious issues here is time management: students are not only flooded with schoolwork, they already tend to overload on extracurricular activities. This leads to intense stress and many students have difficulty managing all of their commitments. However, regardless of responsibilities, we are constantly encouraged to join clubs and attend more events. And from what I've seen, if a student decides to have a lighter extracurricular load, they often feel inadequate when comparing themselves to their peers who have more going on. Admittedly, this advertising is useful - it spreads awareness about events going on and can be very helpful to students who are interested. However, we need to address the pressure put on students to have the most extracurriculars or the "best résumé." https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550164187911-OHZWWGSL42O8SVNNB5MQ/ypar2.JPG Impact This picture reminds me that there are a lot of people in my grade and schoolhouse parents don't have time to pack lunch for them, so most days they have to buy an unhealthy but fairly cheap lunch to fill themselves, like instant noodles or pizza. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550164198363-PWV5D5AI0Z1WCZZZ2SU7/ypar5.JPG Impact Whenever I look at my calendar, it's always jam-packed with extra-curriculars, clubs, and assignment due dates, and it makes me quite stressed (and I'm certainly not the only one). To cope with that, I try to organize a few hours each weekend to relax and do different activities that relate to nature. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550164188115-IDVRT2EMWR1EM8GURRSB/ypar3.JPG Impact This is a picture of the math hallway on the 3rd floor of the UTS building. In the picture you can see the doors to the math classrooms and to the teachers office area. This picture relates to expectations at UTS because students are expected to love math and to be very good at it, especially the students in the Advanced math course. The math course is split into two different groups to help people who learn faster or slower, but that doesn't mean that the people who learn faster are all math geniuses and want to do math for the rest of their lives. This year my my math teacher forced me to participate in voluntary math contests, which I do not usually take because they cause me unnecessary stress and lower my self-esteem when I struggle the most out of everyone else in the room. I think that to help this situation, we should stop putting so much pressure on students to be good at math and give students who excel at art or humanities, for example, as much praise as we give the math students. Also, teachers can be allowed to try to push their students to challenge themselves, but they should not be allowed to force students into doing something they are not comfortable with, especially if the student has tried it before and still finds that they do not like it. https://youthresearchlab.org/programs daily 0.75 2021-09-16 https://youthresearchlab.org/contact-impact daily 0.75 2019-10-16 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1562781693208-OK1UB8QF7TENRHKZRZ2U/boat.JPG Contact https://youthresearchlab.org/whypar daily 0.75 2025-12-04 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610039116491-JREDE5PH7YQ7A7HRDI87/The+whyPAR+podcast+%2812%29.png About Available on Spotify, Apple Podcasts, and all other streaming platforms! https://youthresearchlab.org/new-page-2 daily 0.75 2021-01-07 https://youthresearchlab.org/episode1-transcript daily 0.75 2021-10-04 https://youthresearchlab.org/publications daily 0.75 2021-01-11 https://youthresearchlab.org/youthled-research daily 0.75 2021-01-12 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610408079459-UV4I9ZD5298KIHF7M8GJ/Screen+Shot+2021-01-11+at+6.34.16+PM.png Youth-Led Research https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610406476256-MR8N5L7WY7NZMA9ITHJ2/image-asset.png Youth-Led Research https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610406494373-FTUJHOGDL1PDJW2DWB9F/image-asset.png Youth-Led Research https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610406772573-57ZO045C0CM9ODJEHDY8/bodyimageyparposter.jpg Youth-Led Research Body Image poster by Elyn Zamora https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610407067110-QBZLXMEM09ZS87TBA4N6/ypar1_building.jpg Youth-Led Research At UTS, this is just another example of inequality and unfair advantage. For those who live far away, taking the crowded subway every morning is a pain, and trying to complete homework on it is even more of a pain. But those who can afford to buy an apartment right beside UTS minimize their travel time, which can lead to an advantage over other students. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610407081169-L6WEEJPQ1HATB8CQ8TON/ypar4_tory+shield.jpg Youth-Led Research This is a photo of two posters advertising extracurricular events taped to the door of the staircase across from my locker. Every day, students are bombarded with emails inviting them to all sorts of clubs and events and surrounded by posters such as these ones. This puts a lot of pressure on students because, at UTS, we are expected to be well-rounded and have a strong line-up of extracurricular activities. This leads to intense stress and many students have difficulty managing all of their commitments. However, regardless of responsibilities, we are constantly encouraged to join clubs and attend more events. And from what I’ve seen, if a student decides to have a lighter extracurricular load, they often feel inadequate when comparing themselves to their peers who have more going on. Admittedly, this advertising is useful - it spreads awareness about events going on and can be very helpful to students who are interested. However, we need to address the pressure put on students to have the most extracurriculars or the “best résumé.” https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610407089587-LG372SHCPO753CBPOEIB/ypar2_pizzapizza.jpg Youth-Led Research This picture reminds me that there are a lot of people in my grade and schoolhouse parents don’t have time to pack a lunch for them, so most days they have to buy an unhealthy but fairly cheap lunch to fill themselves, like instant noodles or pizza. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610407096840-F6S7QBWFQN7YQYS19DIR/ypar5_calendar.jpg Youth-Led Research Whenever I look at my calendar, it’s always jam-packed with extracurricular, clubs, and assignment due dates, and it makes me quite stressed (and I’m certainly not the only one). To cope with that, I try to organize a few hours each weekend to relax and do different activities that relate to nature. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610407110382-UNKFGQMI5XOBL9X48GOW/ypar3_hallway.jpg Youth-Led Research This is a picture of the math hallway on the 3rd floor of the UTS building. In the picture you can see the doors to the math classrooms and to the teachers office area. This picture relates to expectations at UTS because students are expected to love math and to be very good at it, especially the students in the Advanced math course. The math course is split into two different groups to help people who learn faster or slower, but that doesn’t mean that the people who learn faster are all math geniuses and want to do math for the rest of their lives. This year my math teacher forced me to participate in voluntary math contests, which I do not usually take because they cause me unnecessary stress and lower my self-esteem when I struggle the most out of everyone else in the room. I think that to help this situation, we should stop putting so much pressure on students to be good at math and give students who excel at art or humanities, for example, as much praise as we give the math students. Also, teachers can be allowed to try to push their students to challenge themselves, but they should not be allowed to force students into doing something they are not comfortable with, especially if the student tried it before and still finds that they do not like it. https://youthresearchlab.org/meet-the-team-copy-1 daily 0.75 2021-10-06 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550352880289-VOTHA2E3HEZT79J76IFG/366+copy.jpg Current Dr. Ruben Gaztambide-Fernandez research and scholarship are concerned with questions of symbolic boundaries and the dynamics of cultural production and processes of identification in educational contexts. He is the Principal Investigator of the Urban Arts High Schools Project, a study of specialized arts programs in public schools across the United States and Canada, and the author of The Best of the Best: Becoming Elite at an American Boarding School, and ethnographic study of processes of elite identification and the production of privilege. Currently, he is the Director of the Youth Research Lab at the Centre for Urban Schooling of the Ontario Institute for Studies in Education, where he is Principal Investigator of the Youth Solidarities Across Boundaries Project, a participatory action research project with Latinx and Indigenous youth in the city of Toronto. At the YRL, he also oversees and supports several youth participatory action research projects, including the editorial board of in:cite, a youth-run online research journal, as well as a study of the practices of participatory facilitators. His theoretical work focuses on the relationship between creativity, decolonization, and solidarity. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1572287902077-6ZT39E8DKT4ZNHO30N93/IMG_4089-1.jpg Current Kaitlind Peters is a current doctoral student in Curriculum Studies and Teacher Development at the Ontario Institute for Studies in Education at the University of Toronto. Her research focuses on Indigenous and reconciliatory education. Kaitlind is the project lead for YPAR. Her role is to recruit and both engage and support Indigenous and Latinx students in the development of participatory action research projects focused on decolonial and Indigenous methodologies. Kaitlind also co-faciliates the TDSB high school credit program with Indigenous and Latinx students. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1611771382169-YNHB3E26VA8ML869L2W0/Screen+Shot+2021-01-26+at+10.34.56+AM.png Current Andrea Vela Alarcón is an educator, illustrator and community artist based in Tkaronto. She holds an MA in Adult Education and Community Development from OISE, where she is currently pursuing her PhD in the Curriculum and Pedagogy program. Her professional background involves a diverse of community-engaged projects entangled with popular education and cultural production. Her research aims to explore the relationship of extractive capitalism, environmental violence, and gender violence through creative encounters with cis-women from Iquitos, a city in the Peruvian Amazon. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1570034265058-EG3CCJ779FRYSH0QDLX6/Head+shot.jpg Current Dr. Cristina Guerrero is a Secondary Learning Coach with the Toronto District School Board. In this role, she leads professional learning and supports teachers with the implementation of equitable and inclusive practices across various school subjects. She also works closely with school administrators on school improvement initiatives aimed at increasing student success and well-being. Qualified as a secondary school teacher since 2005, she has taught many courses in the Humanities and Social Sciences, including Spanish, Civics, Gender Studies, and Equity Studies. Dr. Guerrero has also taught various courses in OISE/University of Toronto’s Master of Teaching program, including Education Research, Fundamentals of Teaching and Learning, and Anti-Discrimination Education. Her doctoral dissertation draws from joint TDSB-OISE/University of Toronto study “Proyecto Latino” and addresses how Latinx students engage with youth participatory action research (YPAR) and take up issues of cultural identity, community engagement, and transformative learning. This work has helped inform further work in the TDSB with other Latinx youth as well as youth from the Black, Indigenous, and Portuguese communities. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1574198733772-HGNWE9PU2VZYTS3H88O1/exif_temp_image+%283%29.jpg Current Dhanela Sivaparan was born and raised in Toronto, Ontario. She is an educator, youth advocate, community engagement director and social activist. She is currently pursuing her Ph.D. in Social Justice Education at the University of Toronto. She is a leader in improving the access for racialized youth in post-secondary education. Dhanela’s academic and professional work has enhanced supports and programming for racialized youth in secondary and post-secondary institutions in Toronto. Her research interests lies at the intersections of identity, race and space; and understanding how learning, storytelling and cultural arts are appropriate ways of healing and resilience for racialized communities. Dhanela has promoted social justice through her proactive leadership roles with the SJE Student Caucus UofT Executive, UTGSU Council, U of T‘s Native Students’ Association, Co-Chair for Women and Gender Studies Students Union, UTUCR first-ever Criminology Journal, WGSSU Intersections Volume 3 Journal, U of T TRC Steering Committee Final Report, UME Office of Indigenous Medical Education and U of T‘s Council of Aboriginal Initiatives. She has also co-authored her first children’s book Gavin’s Hidden Talent. Dhanela’s goal is to inspire young people to dream, write, build positive relationships and give back to their communities. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1631823087110-BGTZEQEYEOIXZ1C1YQ0P/Meagan.jpeg Current - Make it stand out Meagan Hamilton is a PhD student and her research focuses on decolonization and student partnerships. She examines what mutually beneficial student partnerships look like. Hamilton is also currently in her ninth year of teaching high school, and spent the last two years teaching in Singapore. She completed her MEd at OISE in Community Development and Aboriginal Health. Hamilton is also a member of the in:cite team. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1583863158132-KFX591EC0QLG5268IUZU/13843CE3-BC23-4F46-BBBD-7E8AE67033F5.JPG Current Naima Raza is currently in her final year studying Urban Studies, Human Geography and Public Policy at the University of Toronto. Naima has worked as the Student Voice Coordinator for the Lambton Kent District School Board, supporting youth in becoming agents and constructors of their learning and schooling experiences. She has also been involved in supporting programming to improve equitable outcomes for students through the Ministry of Education’s Student Achievement division. In the broader Toronto community, Naima has been involved in organizing to remove police officers in TDSB high schools, and volunteering with Literal Change, an organization that provides remedial literacy support for people who are incarcerated and youth in contact with the law. Naima has also organized for struggles of anti-racism, anti-capitalism, and Islamophobia in Toronto's Muslim community, through the Muslim Justice Collective and U of T Multi-Faith Centre. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1572288260435-T5DGLFIXHDIHAAEM35F8/Headshot.jpg Current Mike Carlson is mixed Indigenous from the west coast (Interior Salish with family connections to the Osoyoos Band). Mike's professional impact comes from his work as a high school teacher, financial planner and non-profit director. He is currently the YPAR instructor for the TDSB's class working with Indigenous and Latinx students. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610409834576-FVKPT3UHLAVMU19SFYGP/IMG_4557.jpg Current Madeleine Ross is currently pursuing an M.Ed. in Social Justice Education at OISE. She is a facilitator and community-based YPAR practitioner with interests in participatory policymaking, public health, and social identity formation. Madeleine is currently supporting The WhyPAR Podcast at the Youth Research Lab. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1610409672759-QJ73BNROL4U1W1ID3YP4/nwdn_file_temp_1610409591471.jpg Current Sarah Switzer is a Toronto-based popular educator and community-based participatory researcher. Inspired by fifteen years of working at the intersections of community arts, peer/youth programming, and HIV and Harm Reduction, her larger program of research and teaching explores how to creatively and meaningfully engage communities who experience marginalization in programs, policy change, and collaborative knowledge translation efforts. Her research interests include critical approaches to participation and engagement (including youth engagement), pedagogy in community-based settings and participatory visual methods. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1631823664890-F8FLCSWXYSIQ6WHE7OOY/IMG_1285.JPG Current - Make it stand out Oliver Thompson is pursuing an MT at OISE. He is helping to produce the WhyPAR podcast as part of the Youth Research Lab. Previously, he completed a MSt in English Literature and American Studies at the University of Oxford, as well as a BA in English with Study in North America at the universities of Exeter and Toronto. He is also a radio journalist, and has worked for both the BBC and the CBC as a documentary producer. His interests include decolonization, trauma-informed teaching strategies. and the arts in education. https://youthresearchlab.org/meet-the-team-copy-2 daily 0.75 2021-09-16 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550352921544-5A5LZ2PPYFSJWGKXG9FC/Guthrie-photo.jpg Past Christy Guthrie is a mentoring editor at in:cite journal, where her role includes working with youth editors to develop submission and review processes. A PhD candidate at OISE-University of Toronto, Christy’s research interests include community-based arts programming, social justice education, and participatory and collaborative methods. Twitter: @_christy_g https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1572288320389-2SCURJLOAYEUL6NORNVO/HEADSHOT.JPG Past Alissa Cherry is a Research Assistant for the Youth Research Lab. Hailing from Brooklyn NY, Alissa is a doctoral student at the University of Toronto, studying Social Justice Education and Workplace Learning and Social Change. She is a media educator, having helped produce over 300 youth media projects with over 1,000 students in the last 5 years. Formerly the Director of Education for Reel Works Teen Filmmaking, Alissa has been primarily focused on curriculum development, alternative assessment development, teacher education, and corporate social responsibility programming. Alissa is a prominent diversity and representation advocate for young people in the media and entertainment industry and has organized internship programs, job shadowing, and workforce development programming for young artists. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1567183692127-SM7WJH01FI4HOWXC6CCC/Diana+Photo.jpg Past Diana M. Barrero Jaramillo (Research Assistant) is a PhD student at the University of Toronto. Her doctoral research explores state and community-based memory initiatives related to the armed conflict in Colombia. She has been part of the YSAB team for three years, and has co-facilitated the TDSB high school credit program with Indigenous and Latinx students. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550352946042-4PSUCWELD05WYVL3X0MJ/thumbnail_Screen+Shot+2018-10-15+at+5.25.00+PM.png Past Fernanda Yanchapaxi is an Indigenous (Kichwa Panzaleo) doctoral student in the Social Justice Education program at the University of Toronto's Ontario Institute for Studies in Education. From working alongside Indigenous youth to examine colonialism in education, to designing and implementing public policy to increase the access of Indigenous students to higher education institutions, Fernanda is committed to working for and along with Indigenous peoples to stand against colonial structures and enhance Indigenous leadership. Fernanda was born and raised in Ecuador and is currently looking at the ways Indigenous peoples create, use, and preserve Indigenous knowledges . Her research examines the suitability of the intellectual property system to protect Indigenous knowledges and its impact on the assertion of Indigenous knowledge sovereignty. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1550353017473-H5FIPXI9ZP533XZD20J0/WhatsApp+Image+2018-04-17+at+9.55.29+AM.jpeg Past Paula Elias is a Research Assistant for the Youth Research Lab. Paula provides coordinating support with the YRL’s project groups, including In:cite and YPAR at the TDSB. She is a PhD student in the Adult Education and Community Development program at OISE. Her MA thesis looked at consciousness and praxis in critical YPAR experiences. https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1631822801974-AALL8KPDQYJGKALLUVZG/Lei%2Bwebsite%2B1.jpeg Past - Make it stand out Dr. Leila Angod is a sociologist of education specializing in race, gender, and youth-led research. She completed her doctorate at University of Toronto in 2015, was a Postdoctoral Fellow at the Youth Research Lab from 2015–2017, and was a Postdoctoral Fellow at the Faculty of Education at Bielefeld University in Germany. While at the Youth Research Lab Leila co-led a youth participatory action research study of social in/equality with University of Toronto Schools. From this project Leila co-founded and is currently a mentoring editor of in:cite, a youth-led journal for youth research and inquiry. She is also a member of YRL's knowledge dissemination research team. Leila publishes on topics including the affective economies that produce "global girls" in volunteer abroad, race, gender, and national belonging at elite boarding schools, and the ethics and politics of youth participatory action research. She is currently developing a youth participatory action research study of how so-called "migration background" youth theorize and transform the gendered and racialized citizenship regimes they encounter in Berlin secondary schools. https://youthresearchlab.org/episode2transcript daily 0.75 2021-10-04 https://youthresearchlab.org/episode-3-transcript daily 0.75 2021-03-08 https://youthresearchlab.org/episode-4-transcript daily 0.75 2021-03-08 https://youthresearchlab.org/episode-5-transcript daily 0.75 2021-03-08 https://youthresearchlab.org/transcripts daily 0.75 2023-07-06 https://youthresearchlab.org/past-episodes daily 0.75 2026-03-02 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1617739282713-05FC2Y29UOCJACDJ9EI7/The%2BwhyPAR%2Bpodcast%2B%2812%29.png Past Episodes https://youthresearchlab.org/episode-6-transcript daily 0.75 2021-05-04 https://youthresearchlab.org/community-engagement-in-covid19 daily 0.75 2021-09-16 https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1622838021897-9MWTH5R5P8P5ONSSR2CZ/Resources+-+pink.jpg Community Engagement in COVID-19 - Make it stand out Vela Alarcón, Andrea and the Community Engagement in COVID-19 study. (2021). [Illustrations]. www.beyondthetoolkit.com https://images.squarespace-cdn.com/content/v1/5c50aff5ec4eb78c55c7e949/1622840998507-BYZ83895ML6SSALF8FO7/Care.jpg Community Engagement in COVID-19 - Make it stand out Vela Alarcón, Andrea and the Community Engagement in COVID-19 study. (2021). [Illustrations]. www.beyondthetoolkit.com https://youthresearchlab.org/episode7-transcript daily 0.75 2021-10-06 https://youthresearchlab.org/episode-8-transcript daily 0.75 2021-11-11 https://youthresearchlab.org/episode-9-transcript daily 0.75 2021-11-11 https://youthresearchlab.org/episode-10-transcript daily 0.75 2021-11-11 https://youthresearchlab.org/episode-11-transcript daily 0.75 2022-03-03 https://youthresearchlab.org/episode-12-transcript daily 0.75 2022-08-16 https://youthresearchlab.org/episode-13-transcript daily 0.75 2023-05-12 https://youthresearchlab.org/episode-14-transcript daily 0.75 2023-07-06 https://youthresearchlab.org/press-impact daily 0.75 2025-05-12