This paper explores the educational possibilities and limitations of Deakin University's CHASE (Centre for Health through Action on Social Exclusion) trans and gender diverse Research-based Theatre project, Being Frank, in Victoria, Australia, 2016-2020. Adopting the perspective of the playwright/researcher, this paper documents the tensions between playwriting as artistic practice and Research-based Theatre within scholarly and educational contexts. The paper critically outlines the advisory group sessions, workshops, and presentations of the project -- including within secondary school, tertiary and community-based programs -- raising questions related to ethics/representation when seeking to dramatise complex issues. This paper offers Research-based Theatre practitioners, educational workers and artist/researchers insights into using theatre to advocate for inclusion and diverse perspectives.