National ADHD Care and School Framework

Summary#

This bill orders the federal Minister of Health to create a national framework on attention deficit hyperactivity disorder (ADHD). It sets what the framework must cover, requires consultations with provinces, territories, Indigenous governing bodies, and other stakeholders, and sets deadlines for public reports. The bill does not fund programs or create new entitlements.

• Requires Health Canada to develop and publish a national ADHD framework within 2 years of the Act coming into force (Reports to Parliament (1)-(2)).
• Mandates consultation with provincial governments, Indigenous governing bodies, and other stakeholders (Development (1)).
• Requires the framework to include resources for families, educator training, clinician training, and steps to improve access to trained practitioners (Content (2)(a)-(e)).
• Requires a public effectiveness report 5 years after the framework is tabled, with conclusions and recommendations (Report (1)-(3)).
• No penalties, service guarantees, or direct funding in the bill text.

What it means for you#

• Households and people with ADHD

  • Expect new federal resources to help recognize, understand, and manage ADHD. These must be part of the framework delivered within 2 years (Content (2)(a); Reports to Parliament (1)).
  • No automatic right to services or coverage. Access changes will depend on how provinces, territories, and service providers adopt the framework (Content (2)(e)).

• Students and educators

  • The framework must include measures to ensure educators have knowledge, training, and resources to support students with ADHD and related learning disorders (Content (2)(b)).
  • Actual training in schools will depend on provincial and local decisions. The bill does not require provinces or school boards to deliver specific programs (Development (1); Content (2)).

• Medical and mental health practitioners

  • The framework must improve training on ADHD and ensure access to evidence-based assessment and treatment approaches (Content (2)(c)-(d)).
  • Participation in training is not mandated by the bill. Licensing and continuing education rules remain under existing bodies.

• Businesses and insurers

  • No direct changes. Any downstream effects (for example, new practice standards) would come later through provincial or professional bodies. Data unavailable.

• Provincial/territorial governments and Indigenous governing bodies

  • Will be consulted in developing the framework (Development (1)).
  • No required spending or program changes in the bill. Adoption of framework elements is voluntary.

• General public

  • The national framework and a later effectiveness report will be public, allowing scrutiny of goals, actions, and results (Reports to Parliament (1)-(2); Report (1)-(3)).

Expenses#

Estimated net cost: Data unavailable (no appropriation or fiscal note identified).

• No direct appropriations or transfers are specified in the bill text.
• Health Canada must develop the framework and produce two public reports; departmental costs are not quantified. Data unavailable.
• Any provincial, territorial, or local implementation costs are not addressed in the bill. Data unavailable.

Proponents' View#

• A national framework will coordinate actions across governments and sectors, reducing gaps in identification and care for over one million Canadians with ADHD (Preamble; Development (1)).
• Standardized, evidence-based training for clinicians should improve diagnosis and treatment quality (Content (2)(c)-(d)).
• Equipping educators with training and resources can better support students with ADHD and related learning disorders, addressing school challenges noted in the preamble (Content (2)(b); Preamble).
• Public reporting within 2 years and again at 5 years adds transparency and accountability for results (Reports to Parliament (1)-(2); Report (1)-(3)).
• Consultation with provincial and Indigenous partners increases the chance of consistent approaches nationwide (Development (1)).

Opponents' View#

• Health and education are mainly provincial. A federal framework may have limited impact if provinces and territories choose not to adopt it (Development (1); Content (2)).
• The bill sets goals for training and equitable access but does not fund them, risking unfunded expectations for schools and providers (Content (2)(b)-(e)).
• No service standards, enforcement tools, or timelines beyond reporting, so improvements for patients may be slow or uneven (Reports to Parliament (1)-(2); Content (2)).
• Administrative work to design the framework and produce reports could divert limited resources without guaranteeing new services (Development (1); Report (1)-(3)).
• Existing provincial programs or guidelines could be duplicated, adding coordination costs without added value. Data unavailable.