High school education is delivered with a knowledge-based delivery whereas university has an emphasis on critical thinking. This presents a gap in student experience where the transition to university can be challenging. In a strong collaboration between graduate students, faculty, and high school educators, the Discovery platform aims to close the gap between learning levels. The program emphasizes data-based learning through a semester-long iterative course project and exposes senior high school cohorts to a university learning environment, enforcing critical thinking through inquiry focused experiential learning. Toronto District School Board partner schools include proactive teachers and resource-challenged schools.

African Black Caribbean, Latin American, Southeast Asian & First Generation Student Engagement is a mentorship program at UTSG. The Mentor Navigators are caring upper-year students who are African Black Caribbean, Latin American, Southeast Asian and First Generation with intersectional identities that include: racialized, international, English as a second language, religious or spiritual, 2SLGBTQIA+, mature, students with disabilities, Transitional Year Programme students (current & former), and other lived identities. Mentor Navigators provide connections to academic, career, wellness, engagement, and many other services, as well as to faculty, librarians, staff, club leaders, and peers from similar backgrounds, fostering a sense of belonging to the broader U of T community. They also help students navigate barriers to access and inclusion.

The Dalla Lana School of Public Health (DLSPH) Outreach and Access Program is a school and community-based group-mentoring initiative designed to empower Black, Indigenous, and other youth from socially diverse and underrepresented communities by introducing them to careers in public health while also providing valuable guidance, resources, and networking opportunities. Through relationship building with DLSPH faculty and industry professionals, the aim is to equip students with the knowledge and skills necessary to succeed as future public health leaders. The program not only addresses disparities in education and career access but also works to create a more diverse, equitable, and inclusive workforce in public health, ultimately contributing to healthier communities. Program components: Semester Program, Summer Institute, Fitzgerald Scholars Program, and Health Professionals Career Week.

Future Sound 6 (FS6) is a trauma-informed, community-based program connecting underserved BIPOC/racialized young women, trans, and gender-expansive high school students with U of T’s Faculty of Music. Participants are supported by faculty, staff, and students to develop skills in songwriting, musicianship, and music production. FS6 partners with the YWCA Girls’ Centre in Scarborough to provide access to teaching, mentorship, and equipment in an inclusive, gender-affirming environment. The program aims to cultivate safer learning spaces and foster a sense of belonging in arts-based and higher education settings. Participants are trained in music making, digital music production, audio engineering, and explore the positive connections between music and health. They are guided through the process of imagining, creating, producing, and performing their work in professional public settings.

Building Black Success Through Design (BBSD) is a free 12-week mentoring program for Black high school students interested in architecture, art, and design. BBSD aims to inspire Black students to pursue excellence and innovation within design industries and academia, enhancing diversity and building Black success through design. The creative work produced by the high school students during the program can be included in their portfolios for consideration in application to post-secondary art, architecture, and design programs, including the Daniels Faculty’s undergraduate programs in architectural studies and visual studies.

Daniels Design Discovery offers a comprehensive introduction to the discipline of architecture, providing an opportunity to experience different ways of seeing, thinking, and making through the lens of design. The program develops skills in a broad range of design tools and techniques, establishing a strong foundation to explore creative potential. Students are given access to use the design facilities at the Daniels Building. This course is designed for late high school (grades 10, 11, and 12) and undergraduate students of all disciplines interested in architecture (ages 14 to 18). The program welcomes all participants, including English-speaking international students.

Several key initiatives are being implemented to enhance the recruitment, support, and success of Indigenous students in the Master of Social Work (MSW) program at the Factor-Inwentash Faculty of Social Work (FIFSW). These initiatives will provide targeted recruitment, application support, mentorship, academic guidance, and professional development.

The project goal is to enhance the Faculty of Arts & Science (A&S) First-Year Learning Community (FLC) program and the Faculty of Applied Science & Engineering (FASE) Guided Engineering Academic Review Session (GEARS) programs to increase access to learning communities and support for academic skill building for first-year underserved students. These programs connect students to dedicated, peer-based learning communities, providing essential peer mentorship, academic skill-building, and a deeper understanding of university expectations. By redesigning the FLC and GEARS programs to address barriers some students face in accessing these supports, the goal is to foster a greater sense of belonging, enhance academic skills, and improve retention and academic success to help underserved students thrive in their academic pursuits.

Through this initiative, Black high school students are introduced to the wonders of science, helping to address barriers and combat discouragement often encountered in science-based academic and career paths. It offers opportunities to explore diverse fields, gain independence, and develop critical scientific and life skills, such as confidence and resilience. This program aligns with unit, division, and institutional goals to promote STEM education among Black students from underrepresented communities. It leverages extensive experience in engaging youth and recruiting students to the University of Toronto. Over the past nine years, this program has made a tangible impact, motivating many Black high school students to enroll at UTM.

Law in Action Within Schools (LAWS) is Canada’s leading law school youth access diversity pipeline program and is recognized as a leader across North America. LAWS operates as an education engagement and support program for high school students facing barriers to access due to personal and systemic factors, including low socioeconomic status, race, culture, newcomer status, living in low-income neighborhoods, and being the first in their families to consider postsecondary. From workshops, mentoring programs and more, LAWS increases legal knowledge, self-advocacy, leadership, and belonging. Housed at the University of Toronto Faculty of Law, LAWS was established in 2005 as a partnership with the Toronto District School Board. LAWS’ overarching goal is to increase the diversity of the legal sector, as well as broaden perspectives and experiences shaping the justice system and community.