by Colin Maitland

My EUCURA research evaluated the impact of TMI: Theatre Making Impact (formerly SExT: Sex Education by Theatre) on youth peer educators/performers. TMI is a theatre-based, peer education participatory action research project that engages youth on topics relating to sexual and mental health. It is a trauma-informed and anti-racist program, recognizing systemic barriers to health and young people’s innate resilience. TMI was founded in 2014 as part of Dr. Shira Taylor’s doctoral thesis to address sexual health inequities facing newcomer and Indigenous youth. The original play (see clips here and earlier write-up about the project), co-created with and performed by youth, has since reached over 12,000 youth across Canada and won multiple awards and accolades. The original cast were recruited from Toronto’s Thorncliffe and Flemingdon Park newcomer communities and were trained as peer educators, peer performers, and peer researchers. 

The research included attending show rehearsals and performances as a participant-observer to learn more about the program and how youth were participating. This spring, TMI performed 8 shows for 5 TDSB High Schools with over 500 students in attendance. I assisted where I could in the productions before, during, and after. Some of the tasks I took on included setting up the rehearsal spaces, doing bookkeeping, food runs, distributing and collecting surveys, assisting with focus group facilitation and liaising with schools.

Afterwards, I interviewed the cast.  In total, I conducted interviews with 15 high school aged peer educators, 7 peer mentors, and 2 acting coaches. These were conducted one on one and ranged from 45 minutes to sometimes 2 hours in length.

This process included scheduling and conducting one-on-one interviews with each participant, reviewing and transcribing each interview for accuracy, tagging and coding the transcripts for themes from each interview, and analysing the data. This intensive process at times was difficult but also exciting! I learned a lot. The tools for analysing the data included Otter.ai for transcription and Taguette for coding themes from the reviewed transcripts.

Collaborative sessions were held with mentors from the community to engage in collaborative coding and analysis. This helped broaden my understanding in a hands-on, teamwork approach.

The peer educators and peer mentors learned a lot about sex education and mental health through their engagement with the program. This included practical skills that they have applied in their own lives. As nearly all the participants identify as either first or second generation immigrants from South Asian Muslim backgrounds, the program helped them find a way to navigate acculturation challenges. The program became a chosen family for many of the youth involved and provided safety to discuss taboo topics and find community. The theatre-based approach helped bring levity to difficult topics that can be taught in uncomfortable settings at school or at home. The participants spoke frequently of the program normalizing conversations around sexual education and mental health. The theatre-based approach also helped peer educators and peer mentors build confidence and resilience. Many interviewees shared that performing in front of others alleviated their anxiety.

It was a great honour to be accepted to participate in the 2025 EUC undergraduate research award with esteemed professors Professor Sarah Flicker and Dr. Shira Taylor. The mentorship that I received over the summer in conducting qualitative research from start to finish was eye-opening. Even with minimal knowledge and a hands-off understanding of qualitative research, they were willing to take a chance on my involvement and provided immeasurable guidance in understanding the qualitative process. I am truly grateful and humbled by the immense leadership, guidance, and support I received from Dr. Sarah Flicker and Dr. Shira Taylor. They are shining examples of instructors who care about their students and facilitators of growing awareness in a field that needs attention from all policy and decision makers.

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Colin Maitland is a 4th year BES student in the Cities, Regions, and Planning program and is a recipient of EUC’s Undergraduate Research Award that enables students to engage in faculty’s research projects. He is an EUC peer mentor and in 23/24, he was President of the Las Nubes Student Association, an organized student group at York University that promotes sustainable ecological conservation and social sustainability practices in the biological corridor of the Las Nubes region of Costa Rica. Colin is a travel enthusiast, knowledgeable about study abroad & exchange programs and enjoys hockey, painting, and creative writing.