Judy Finlay

Judy Finlay is an Associate Professor in the School of Child and Youth Care at Toronto Metropolitan University, Faculty of Community Services, where she has been a faculty member since 2007. Her work bridges academic research, policy advocacy, and community engagement, with a strong focus on child welfare, youth justice, and Indigenous community wellness.

Her research interests include children's rights, cross-over youth (those transitioning from child welfare to youth justice systems), therapeutic interventions, and community-driven wellness in remote First Nations. She leads two major interdisciplinary projects: the Cross-Over Youth Project, funded by Justice Canada and the Ontario Ministry of Child and Youth Services, and the Mamow Ki-ken-da-ma-win initiative, supported by the Social Sciences and Humanities Research Council. These projects emphasize collaboration across sectors and with communities to create systemic change.

The publications and creative outputs from her research reveal a deep engagement with Indigenous communities in northern Ontario, focusing on housing, food security, cultural continuity, youth voice, and environmental justice. Her work is characterized by participatory methods, co-creation of knowledge, and tangible outcomes such as community wellness indices and policy reports.

Her recent scholarly outputs span law, social work, public health, and Indigenous studies, reflecting the interdisciplinary nature of her research. Themes across her publications include the rights of children in custody, non-discrimination for Indigenous children, and partnership-based approaches to community wellbeing. The articles highlight a consistent focus on equity, advocacy, and systemic reform.

• Member, Child and Family Services Review Board and Custody Review Board, Social Justice Tribunal of Ontario
• Former Chief Child and Youth Advocate for Ontario (1991–2007)
• International speaker on child advocacy in Mexico, Jamaica, Japan, Guatemala, and Sierra Leone

She teaches advanced courses in advocacy, group work, and therapeutic interventions, emphasizing experiential learning and real-world application. Students engage in organizing youth conferences and developing advocacy initiatives. She mentors students in understanding relational practices and the societal responsibility toward children in state care. Her teaching philosophy centers on integrating theory with practice and positioning family and cultural identity at the heart of child and youth care.

Finlay has developed over 60 community-generated documents, videos, and reports with First Nations partners, ensuring knowledge is shared in culturally appropriate and accessible formats. These materials support community-led action plans and have informed policy discussions at provincial and national levels.