Submission to the Australian Government House Standing Committee on Health, Aged Care and Disability Inquiry into the Thriving Kids Initiative

ADHD FOUNDATION AUSTRALIA LTD
Address: Macquarie Hospital, Building 17, Wicks Road, North Ryde NSW 2112 Australia
PO Box 22 Epping NSW 1710 Australia
e-Mail: office@adhdfoundation.org.au
National ADHD Helpline: 1300 39 39 19
Web: www.adhdfoundation.org.au

01 October 2025

ADHD Foundation is a ACNC Registered not-for-profit, DGR endorsed charitable organisation

Introduction

The ADHD Foundation is pleased to contribute to the House Standing Committee on Health, Aged Care and Disability Inquiry into the Thriving Kids initiative. This submission outlines key challenges and recommendations for improving early identification, support and inclusion of children with ADHD and related neurodevelopmental conditions. We highlight the need for neuro-affirming, evidence-based resources for parents, effective early intervention programs, equity for First Nations and culturally and linguistically diverse (CALD) communities, workforce training, international best practices, policy parity and seamless transitions across systems. Our recommendations aim to ensure that all children, regardless of background, can thrive through inclusive and coordinated support systems.

Statement of Understanding

The Thriving Kids initiative is a proposed new Australian Government program providing foundational supports for children under eight with mild to moderate developmental concerns, such as autism. The Thriving Kids initiative aims to strengthen early intervention and prevent children from needing a more complex NDIS system for permanent and significant disability. The $2 billion program, to be jointly funded by the federal and state/territory governments, will utilise existing mainstream and community services like schools and GPs, with new Medicare items to improve access to allied health. Minister Butler will establish the Thriving Kids Advisory Group, co-chaired by Professor Frank Oberklaid. The anticipated commencement date of the programme will be 1 July 2026. The focus of the programme will be early intervention and support for children aged eight and under who have mild to moderate developmental delays or autism, with its goal to identify concerns early and provide foundational support in children’s existing environments, reducing the need for the National Disability Insurance Scheme (NDIS)

The ADHD Foundation submission will address the terms of reference as well as outlining key challenges and actionable recommendations to improve early identification, support and inclusion for children with ADHD across Australia.

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TABLE OF CONTENTS

1. Background

2. Evidence

3. Terms of Reference & Recommendations

4. Conclusion

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1. BACKGROUND

The ADHD Foundation is registered with the ACNC as a for purpose not for profit charity. The organisation was established in 2017 and via its National Helpline currently manages tens of thousands of enquiries per year from people with ADHD and those who support them. Many of the calls are from parents and relate to requests for diagnosis and treatment options. A large percentage of enquiries come from those seeking guidance after having been exploited, other callers are on the verge of suicide. In addition, the ADHD Foundation provides community education, advocacy and counsellor internships in partnership with universities. The ADHD Foundation is staffed entirely by volunteers and receives no government funding. The ADHD Foundation is highly qualified to provide insights into the community experience regarding the treatment of those with ADHD and neurodiversity and current healthcare system inadequacies and required improvements.

A recent national Senate enquiry which was contributed to by the ADHD Foundation revealed that consistent evidence had been received that multiple pathways existed for individuals to access assessment and treatment, however these pathways were convoluted, difficult to understand and could lead to mental and financial hardship. At the core of the issue, was access to appropriate diagnosis and medicine. With qualified prescribers unable to meet patient demand, access to life changing medicines was difficult.

The ADHD Foundations services are volunteer-led and cost-effective filling a significant gap in early intervention and system navigation, especially for underserved communities. The ADHD Foundation is a proven and reliable community service provider supporting people in need.

2. EVIDENCE

The Case for Early Intervention

Multiple local and international studies* have shown ADHD affects between 5% to 15% of the population. In Australia 6% to 10% of children have ADHD, with 65% anticipated to continue to experience symptoms into adulthood. ADHD and general neurodiversity are often accompanied by comorbidities such as anxiety, depression, learning difficulties, sensory processing difficulties, oppositional defiance and sleep disorders. Early identification and support are critical to improving outcomes and reducing long-term public and private service demand. Studies have shown that undiagnosed children with ADHD are more likely to experience learning difficulties and are more likely to not complete their schooling which can sometimes lead to mental health issues and antisocial outcomes in adolescence and adulthood such as:

• Crime
• Domestic violence
• Family separations
• Absenteeism
• Unemployment
• Homelessness
• Substance Abuse

*Source: Behavioral Sciences and the Law Behav. Sci. Law 30: 154–166 (2012) Published online in Wiley Online Library

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Economic and Social Impact

According to a 2019 report the total annual cost of ADHD in Australia was estimated at $20.42 billion*, including:

• $12.83 billion in financial costs, with 81% due to productivity losses
• Significant costs to education, justice, housing and mental health systems
• $7.59 billion in wellbeing losses, reflecting reduced quality of life

Early intervention including parent education, access to timely and cost-effective screening and support services can significantly reduce these costs by improving developmental outcomes, reducing crisis service demand and enhancing lifelong participation in education, employment and sustainable relationships.

*Source: Deloitte Access Economics Report; “The social and economic costs of ADHD in Australia”, July 2019

Impacts on Youth Justice

The QLD Government Department of Youth Justice and Victim Support published their Youth Justice Census Summary in 2025* across both; 1) Youth Justice Supervision AND 2) Youth Justice Custody for the period between 2018 and 2024. The results showed a higher level of ADHD in the Judicial system when compared to the general population.

Categories	Youth Justice Supervision	Youth Justice Supervision	Youth Justice Custody	Youth Justice Custody
	2018	2024	2018	2024
ADHD Suspected or Diagnosed	18%	41%	19%	53%
Comorbidities	29%	55%	42%	47%
Substance Abuse	80%	82%	86%	87%
% Male	84%	88%	78%	76%
% Female	16%	12%	22%	24%

• Up to 55% of youth offenders screen positive for ADHD, compared to 5% to 15% in the general population
• ADHD is associated with earlier age of first arrest, more frequent convictions, and higher recidivism rates

*Source: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.publications.qld.gov.au/ckan-publications-attachments-prod/resources/a6c6dbcf-b18f-413c-a2fb-9cd1b7bc4c84/yj_census_summary_custody_2018-2024.pdf?ETag=5bbf485bdae5a619f572ac92d294030b

Early diagnosis and treatment would likely reduce these alarming statistics. The ADHD Foundation participation in the National Justice Conference resulted in a report recommending the establishment of a nationally consistent diagnosis and referral process within the Australian court system to identify and support young people with ADHD and other co-existing neurodevelopmental and mental health conditions. Policy objectives and execution frameworks were developed by the ADHD Foundation to improve outcomes.

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Lack of Quality Information and Resources for Parents

Parents are often the first to notice developmental differences, yet many lack access to clear and culturally appropriate resources*. Addressing this gap is essential for early identification and support.

Current system gaps include;

• Limited ADHD-specific early identification tools in mainstream child health checks
• Inconsistent information across states and territories
• Persistent stigma around ADHD which can delay help-seeking and diagnosis

*Source: ADHD Foundation Helpline data

Long-Term Benefits and Cost Savings

A longitudinal Australian study conducted by Deakin University* found that children with ADHD symptoms had significantly lower health-related quality of life from ages 4 to 17, with a mean difference of 7.65 points compared to peers without ADHD. Early treatment improves psychosocial outcomes and reduces long-term impairment.

Behavioural parenting interventions for young children with ADHD are cost-effective, especially when compared to delayed or reactive treatment. These interventions reduce the need for more intensive services later in life.

*Source: https://pubmed.ncbi.nlm.nih.gov/40657667/

Why Early Intervention Matters

The ADHD Foundation helpline often receives calls from people with and impacted by ADHD who have attempted to secure assistance from Government agencies. Many remain undiagnosed or unsupported often leading to crisis, hence their calls to our Helpline. By embedding ADHD awareness and support into early childhood systems, we can shift from reactive to proactive service delivery. This approach would:

• Improve developmental trajectories through timely support
• Reduce reliance on high-cost crisis services in adolescence and adulthood
• Support interagency collaboration by creating consistent pathways from early childhood through to adult services
• Empower families to advocate and support their children effectively, reducing stress and improving outcomes
• Executed effectively, we would see a decrease in negative community impacts including government support dependencies and an increased in national productivity.

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3. TERMS OF REFERENCE

I. Evidence-Based Information and Resources for Parents

Examine evidence-based information and resources that could assist parents identify if their child has mild to moderate development delay and support parents to provide support to these children.

Parents are often the first to notice developmental differences, yet many lack access to clear, culturally appropriate resources and adequately trained professionals.

Current Gaps:

• Limited neurodiverse specific early identification tools in mainstream child health checks.
• Inconsistent information across states and territories.
• Lack of adequately trained preschool and early learning practitioners.
• Significant stigma remains in the community today about ADHD and neurodiversity which can impact identification and help seeking.
• Existing community service providers are under-funded to support broader cultural diversity.

Recommendations:

• Develop nationally consistent, evidence-based resources for parents, aligned with the Australian ADHD Clinical Practice Guideline. Content should be developed by a committee made up of Psychiatrists, Psychologists, Community Based Service Providers and Qualified Early Learning Educators.
• Utilise and fund current social service providers in neurodiversity such as the ADHD Foundation as an extension of maternal services, pre-school and early learning institutions.
• Develop and deliver nationally consistent training curriculum, reference materials and public information resources for use by maternal support personnel, pre-school and early learning personnel on early neurodiverse detection and interventions. Content should be developed by a committee made up of Psychiatrists, Psychologists, Community Based Service Providers and Qualified Early Learning Educators. The ADHD Foundation offers such resources.
• Develop and publish public community resources in multiple languages and formats including Auslan and Easy Read.
• Record a webinar for parents accessible via relevant websites covering the signs of neurodiversity and what to do if neurodiversity is suspected. Content should be developed by a committee made up of Psychiatrists, Psychologists, Community Based Service Providers and Qualified Early Learning Educators.
• Embed ADHD and neurodiversity awareness in child and maternal health programs, GP visits and early childhood education settings. The ADHD Foundation helpline could be referenced.
• Provide maternal health and early learning centers with parent education programmes which can be delivered monthly across the community. Content should be developed by a committee made up of Psychiatrists, Psychologists, Community Based Service Providers and Qualified Early Learning Educators.
• Fund a helpline for parents and those impacted by ADHD and neurodiversity who prefer to speak with subject matter experts and integrate this with diagnosis and public health treatment pathways. The ADHD Foundation currently operates such a national resource.
• Fund selected specific community service providers to employ First Nations and CALD representatives.

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II. Effectiveness of Programs

Examine the effectiveness of current (and previous) programs and initiatives that identify children with development delay, autism or both, with mild to moderate support needs and support them and their families. This should focus on community and mainstream engagement, and include child and maternal health, primary care, allied health playgroups, early childhood education and care and schools.

Existing programs such as NDIS Early Childhood Early Intervention (ECEI) have improved access but are not designed for children with mild to moderate needs, nor children with ADHD and no other formal diagnosis.

Current Gaps:

• Over-reliance on NDIS for early intervention, leading to delays, parent confusion and in many cases lack of adequate action.
• Programmes too generic with limited practical application.
• Lack of adequately trained personnel in community and mainstream engagement roles including child and maternal health, primary care, allied health playgroups, early childhood learning and pre-schools
• Lack of ADHD and neurodiverse specific information, diagnosis and treatment pathways in early childhood services.
• Lack of nationally consistent integrated services from information resources, diagnosis and treatment and ongoing support.
• Existing community service providers are under-funded to support broader culturally diverse communities.

Recommendations:

• Refer to response to Terms of Reference I.
• Transfer early childhood cases of ADHD and neurodiversity to a dedicated and well funded body such as Thriving Kids whose staff are experts in such conditions. Enquiries and application processes should be streamlined to be simple to complete and in multiple languages and formats (including Auslan and Easy Read).
• Ensure full national consistency and integration of information, resources, education, diagnostics and treatment providers.
• Integrate ADHD and neurodiverse screening into universal health checks and early learning environments.
• Expand parent training programs (e.g., behavioral parent training) proven to improve child outcomes. Organisations such as the ADHD Foundation could be commissioned to produce and deliver such content.
• Ensure continuity of care between early childhood and school systems.
• Ensure that children with ADHD and neurodiversity can access the Thriving Kids pathway using multiple channels to accommodate cultural, language and technical limitations.
• Fund selected specific community service providers to employ First Nations and CALD representatives.

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III. Equity and Intersectionality

Identify equity and intersectional issues, in particular, children who identify as First Nations and culturally and linguistically diverse.

First Nations and CALD families face systemic barriers, including cultural inappropriateness of services, language barriers and geographic isolation.

Current Gaps:

• Existing programmes fail to identify and address causes for First Nations and CALD children developmental delays.
• Existing programmes are too generic and fail to accommodate the cultural and comprehension needs to the First Nations and CALD community children.
• Existing community service providers are under-funded to support broader culturally diverse communities.
• Lack of rural and remote healthcare services.
• Certain First Nations and CALD parents lack the awareness of neurodiversity and its impacts.

Recommendations:

• Co-design programs with First Nations and CALD community representatives and a committee made up of Psychiatrists, Psychologists, Community Based Service Providers and Qualified Early Learning Educators.
• Provide employment opportunities by training First Nations representatives in each community as healthcare workers with additional training and education around the detection and management of neurodiversity.
• Employ and train CALD community representatives as healthcare workers with additional training and education around the detection and management of neurodiversity. NOTE: Certain CALD community representatives may have pre-existing healthcare qualifications gained in their countries of origin which if not currently recognised in Australia, should be permitted to be recognised if channeled into supporting areas of demand and lack of resources.
• Fund community-based outreach to improve engagement and trust.
• Fund selected specialist community service providers to convert existing resources and produce new culturally appropriate resources for First Nations and CALD communities.
• Fund selected specific community service providers to employ First Nations and CALD health care workers.

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IV. Workforce Support and Training

Identify gaps in workforce support and training required to deliver Thriving Kids.

There is a critical shortage of ADHD and neurodiverse trained professionals across health, education and allied health sectors. Training is inconsistent and often absent from core curricula.

Current Gaps:

• Curriculum developers have insufficient expertise in ADHD and neurodiversity, rendering programmes inadequate.
• Existing programmes fail to identify and address causes for First Nations and CALD children developmental delays.
• Certain CALD community international qualifications not recognised inhibiting ability to practice.
• Career path marketing inadequate to attract new talent to sector.
• Current healthcare education system not calibrated for ADHD and the neurodiverse.

Recommendations:

• Mandate ADHD and neurodevelopmental training in GP, educator and allied health curricula with content developed by Psychiatrists, Psychologists, Community Based Service Providers and Qualified Early Learning Educators.
• Create healthcare sector education programmes designed for those with ADHD and the neurodiverse.
• Recognise international CALD professional qualifications to encourage healthcare workforce participation.
• Provide ongoing professional development on ADHD and neuro-diverse best practices, including cultural competence to the health and education sectors.
• Incentivise workforce expansion in rural and remote areas through scholarships and telehealth models.
• Drive multi-platform advertising programmes designed to build awareness and interest in healthcare as a vocation.
• Encourage those with ADHD and the neurodiverse to pursue a career in healthcare.
• Utilise existing selected community healthcare service providers as training facilities via internships.
• Incentivise healthcare professionals to train in ADHD and neurodiversity diagnosis, management and treatment.
• Fund internship expansion with existing community service providers such as the ADHD Foundation.

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V. International Best Practice

Draw on domestic and international policy experience and best practice.

Global evidence highlights the importance of integrated, family-centered early intervention systems.

Current Gaps:

• Lack of grass roots and global collaboration and coordination of evidence based best practice.
• Policy makers failing to consult with spectrum of subject matter experts with “real world” expertise.
• Inadequate developmental surveillance embedded in primary care.
• Lack of access to multidisciplinary teams delivering coordinated care.
• Inadequate parent coaching and home-based interventions to build capacity.

Recommendation:

• Utilise current grass roots community specialist healthcare providers such as the ADHD Foundation to share practical evidence-based interactions and outcomes.
• Establish a global body designed to collaborate with Government and non-Government agencies and community groups to share activities and outcomes with a view to establishing best practice protocols and guidelines for the early detection and treatment and ongoing support of those in need.
• Adopt a tiered support model similar to those in Canada and the UK, where foundational supports are universally available and specialist services are targeted.
• Mandate policy makers consult with Psychiatrists, Psychologists, Community Based Service Providers and Qualified Early Learning Educators in policy and programme development.
• Support current helpline and specialist community healthcare and education providers such as the ADHD Foundation with financial resources to improve and expand services.
• Ensure maternal, pediatric health and early learning centers receive effective education and resources enabling earlier detection and management of ADHD and neurodiversity.
• Ensure parents and careers have access to the most appropriate information designed to inform and guide on effective interventions.

VI. Seamless Transitions

Identify mechanisms that would allow a seamless transition through mainstream systems for all children with mild to moderate support needs.

Children with ADHD and neurodiversity often experience service fragmentation during transitions from early childhood to school.

Current Gaps:

• No effective national coordinated education, information, diagnostic and treatment pathways exist.
• Current systems and programmes inconsistent in quality and content.
• Lack of established national parity on evidence based best practice.
• Lack of centralised resources, collaboration and communication.
• Lack of recognition and support for non-Government grass roots community healthcare service providers.

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Recommendations:

• Assemble an expert committee to independently evaluate current public, private, government and non-government service providers.
• Evaluate current national demand and support inadequacies.
• Apply education and resourcing recommendations provided in this document.
• Implement shared care plans accessible across health, education and community sectors.
• Introduce transition coordinators for families navigating multiple systems.
• Ensure school readiness programs include ADHD and neurodiverse specific strategies.
• National parity across all elements will be required for effective execution.

ADDITIONAL RECOMMENDATIONS

1. Involve the ADHD Foundation in the development and execution of new programmes.
2. Fund the ADHD Foundation to broaden its activities across its Helpline; Education Services; Internship Programme and Advocacy nationally and internationally.
3. Utilise the ADHD Foundation to conduct independent reviews on;
   • a) Current detection and treatment practices.
   • b) Resources as they apply to children with mild to moderate developmental delays.
   • c) Current equity and intersectional processes in particular those for children who identify as First Nations and those who are culturally and linguistically diverse.
4. Involve the ADHD Foundation in policy and programme development.

JUDICIAL SYSTEM INTERVENTIONS POST THRIVING KIDS

Early detection, diagnosis and treatment should prevent those with ADHD and other neurodiverse conditions from entering the judicial system. However if this occurs, the ADHD Foundation recommends the following:

1. Ensure all people entering the judicial system are tested for ADHD and co-existing conditions such as;
   • Autism Spectrum Disorder (ASD)
   • Anxiety Disorders
   • Depression
   • Oppositional Defiant Disorder (ODD)
   • Learning Disorders (e.g., Dyslexia, Dyscalculia)
   • Tic Disorders
   • Sensory Processing Difficulties
2. Provide individualised support programs to those in the judicial system informed by clinical diagnosis.
3. Equip judges and court staff with training to make informed referrals.
4. Ensure detention staff are trained in ADHD and neurodiversity behavioural management.
5. Promote cross-sector collaboration between Justice, Health and Education systems.

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4. CONCLUSION

The ADHD Foundation believes the Thriving Kids initiative can be highly successful but only if the programme is fully integrated nationally and involves grass roots community service providers and subject matter experts in the review, development and execution of the programme.

Early diagnosis and treatment of ADHD and other neurodiverse conditions using a uniform national protocol will enable those with such conditions to realise their potential and will reduce social disruption.

Positive impacts will be enjoyed by families, communities, healthcare, social security systems, judicial systems and overall national productivity.

The ADHD Foundation is uniquely positioned to support the goals of the Thriving Kids initiative given its grass roots activities. With well-established infrastructure, national reach, international collaborators, lived experience, proven results and deep community engagement, we advocate for a future where every child, regardless of background, can thrive through inclusive, coordinated and neuro-affirming support systems.

The ADHD Foundation welcomes further collaboration with the Australian Government Department of Health, Disability and Ageing to ensure early intervention for ADHD and neurodiversity becomes a cornerstone of Australia’s child development strategy.

Enquiries can be referred to:

Christopher Ouizeman
Director
ADHD Foundation Australia Ltd
redacted
redacted

ADHD Foundation is a ACNC Registered not-for-profit, DGR endorsed charitable organisation

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