What needs to be considered as Victoria expands access to ADHD diagnosis and care

This week’s announcement that trained GPs in Victoria will soon be able to diagnose and manage ADHD in both children and adults marks a significant shift in how care may be accessed.

For many families, this change brings hope, particularly around reducing long wait times, costs, and the barriers that have made diagnosis feel out of reach.

At the same time, announcements like this raise important questions about how these changes will work in practice, and who they will truly reach.

Below are key considerations we believe should be at the forefront as these reforms move forward.

Access to an ADHD diagnosis beyond metro areas

When similar changes were announced in New South Wales last year, we raised the same concern, and it remains relevant here.

Families in regional, rural and remote communities already face significant challenges accessing paediatric, psychiatric and allied health care. If ADHD-trained GPs are concentrated primarily in metropolitan areas, existing gaps risk widening rather than closing.

For this reform to be genuinely equitable, access and training must extend beyond city-based practices and, ideally, prioritise communities where options are currently limited.

Additionally, families experiencing socioeconomic disadvantage, cultural or language barriers, unstable housing, or limited health literacy may still struggle to access assessments, follow-up care, or consistent support. Any expansion of ADHD care must consider outreach, affordability, and cultural safety so that access does not depend on confidence, privilege, or persistence alone.

Pressure on an already stretched GP system

For many families, simply getting an appointment with a GP is already difficult.

Long wait times, short consultation windows, and frequent turnover can make continuity of care challenging, especially for children who need trust, consistency and relationship-based support.

While GP-led ADHD care may reduce reliance on specialists, it will also place additional pressure on primary care unless workload, resourcing and time allowances are realistically addressed.

The announcement has been described as “lower cost” than specialist routes, which is undoubtedly true, but non-bulk-billing GP appointments themselves are increasingly expensive.

Out-of-pocket costs for 15–30 minute consultations can reach hundreds of dollars, particularly for longer or more complex assessments. For many families, affordability remains a fundamental issue, and any reform aimed at improving access must acknowledge this reality within the broader health system.

Medication supply and demand

Over the past 18 months, medication shortages have been a major source of stress for families managing ADHD. Expanding diagnosis without simultaneously addressing supply, prescribing pathways and distribution logistics risks creates new bottlenecks.

Access to diagnosis must be matched by reliable access to treatment; otherwise, families may receive answers but have limited options.

Neuro-affirming training matters

At this stage, there has been limited public detail about the training that will qualify GPs to diagnose and manage ADHD.

We hope this training takes a neuro-affirming approach, recognising ADHD as a neurotype, not a deficit, and supports strengths-based, person-centred care.

How practitioners are trained will shape not only diagnostic accuracy but also how families feel heard, respected, and supported.

Addressing gender bias in ADHD research and diagnosis

Historically, ADHD research and diagnostic frameworks have been heavily influenced by young, male-presenting traits.

As a result, many women, girls and AFAB individuals have been missed, misdiagnosed, or diagnosed much later in life.

It’s critical that the evidence-based and clinical tools informing GP training reflect the full spectrum of ADHD presentations, not just the traditional or most visible ones.

Education support must extend into classrooms

With increased access to ADHD diagnosis, it’s reasonable to expect that more children will be identified earlier, particularly those who have historically been missed. Diagnosis alone, however, is only one part of the picture.

As more children enter classrooms with an ADHD diagnosis, education and training must extend beyond the healthcare system and into schools. Educators need access to practical, neuro-affirming training that supports regulation, attention, movement needs, executive functioning differences, and emotional wellbeing, not just behaviour management strategies.

Without this, families risk receiving clarity on why their child learns differently, without the corresponding support for how that child is taught and understood day to day.

Supporting students also means supporting educators. When teachers are equipped with knowledge, tools and confidence, classrooms become more inclusive for everyone, not just those with a diagnosis.

Quick PSA

The reflections shared here are not politically driven and are not affiliated with any party or agenda.

They are based on:

• The information publicly shared this week by the Victorian Government

• Similar reforms announced in other states

• The lived experiences of our family and wider community navigating diagnosis, care, education and ongoing support

Our intention is not to predict outcomes or pass judgment, but to highlight considerations that matter to families as these changes move from announcement to implementation. We believe families deserve clear information, thoughtful planning, and systems that work in real life, not just on paper.