SaskADHD · STG Health
ADHD support for children, teens and families.
Developmentally informed care that considers the young person, caregivers, school and everyday environment.
At a glance
Separate child and teen intake waitlist
NeuroNurture for caregivers of children aged 3–14
Saskatchewan; suitability and availability confirmed individually
A plan for the child and the people around them
Children and adolescents need care matched to development, communication, family circumstances and school demands. Caregivers are active partners; the young person’s perspective, strengths and capacity also matter.
The plan may involve home routines, school supports, skills, psychotherapy, parenting work or medical coordination. Contact with schools and other providers requires appropriate consent. The clinic reviews what can be delivered remotely and when in-person or specialist assessment is needed.
A practical pathway
How assessment becomes intervention
The process is designed to produce a usable plan rather than a report that stops at diagnosis.
01
Clarify the concern
Gather caregiver, child or teen, school and clinical perspectives where appropriate.
02
Assess the pattern
Use developmentally appropriate measures, interview and functional information.
03
Build the intervention plan
Identify home, school, emotional, behavioural and medical priorities.
04
Review and adjust
Track function and revise supports as demands, development and treatment response change.
Treatment options
What support may include
Recommendations depend on age, impairment, family capacity and the primary mechanism.
Parents
NeuroNurture and caregiver work
Equip adults with strategies for connection, routines, emotion coaching and sustainable follow-through.
- Behavioural assessment
- Family routines
- Parent support
Young person
Skills and psychotherapy
Support emotion, communication, problem-solving, self-understanding and age-appropriate executive function.
- Emotional regulation
- Organization
- Self-advocacy
System
School and medical coordination
Clarify accommodations, communication and the role of medication or allied services when indicated.
- School supports
- Provider collaboration
- Review points
Clinical review
When another service may be needed
Responsible care includes identifying limits and referring when the child’s needs fall outside the service scope.
Urgent
Immediate safety or severe instability
Crisis, acute risk or medical emergencies require immediate local services rather than routine intake.
Specialized
Complex developmental or learning questions
A broader psychological, speech-language, occupational or medical assessment may be recommended.
Ongoing
Long-term medication management
Medication may be initiated or reviewed in a defined pathway, but ongoing prescribing requires an appropriate continuing provider.
What is assessed
What child and teen assessment considers
ADHD should not be inferred from one difficult environment or one symptom list.
Child
Family
School
Clinical team
Support connects the young person, caregivers, school context and clinical team. Coordination depends on clinical need and appropriate consent.
Home
Routines and relationships
Morning, homework, meals, transitions, sibling interactions and the recovery after conflict.
School
Learning and classroom demands
Attention, work completion, organization, behaviour, communication and the fit between supports and expectations.
Development
History and related needs
Language, learning, sleep, anxiety, mood, sensory patterns and developmental differences that may overlap.
Before joining the intake waitlist
Child and teen intake currently uses a waitlist. Contact the clinic about current capacity and the route appropriate to the child’s age and needs. A waitlist request does not guarantee a start date or acceptance into a particular service.
Ask about proposed assessment or treatment fees, funding and appointment format before beginning. Adult assessment fees and adult screening routes should not be assumed to apply to a child’s care.
- Share the child’s age, the main concern and whether you are seeking assessment, treatment or parenting support.
- Describe relevant patterns at home and school, existing supports, previous reports and current providers.
- Explain caregiver availability, communication needs and barriers to online appointments.
- For parenting support for children ages 3–14, review the separate NeuroNurture pathway and ask about its availability.
Questions before you begin
Does the school need to be involved?
Not always, but school information is often valuable because ADHD must be understood across settings. Any contact requires appropriate consent.
Can a child be assessed online?
Some components may be delivered remotely, while age, complexity and clinical purpose determine whether additional in-person or external assessment is needed.
What if the parent also has ADHD?
That is common and important. Plans should reduce working-memory demands for the entire household and include realistic recovery after routines break down.
Is medication required?
No. Medication is one possible component. The intervention plan may also prioritize parent work, school supports, psychotherapy, skills, sleep or other services.
Use the family pathway
Child and teen care uses a separate intake waitlist. Completing it is a request for review, not a confirmed appointment. If you are seeking help as a caregiver of a child aged 3–14, explore NeuroNurture and ask about suitability and availability.
Ask about child and teen care.
Share the child’s age, main concerns and the support being requested. Ask about current waitlist arrangements and whether parenting support is available.