Hon. Sharon Burey: Dear colleagues, I rise today to highlight problems that are affecting millions of Canadians and to draw your attention to the fact that October was Learning Disabilities, Dyslexia and Attention Deficit Hyperactivity Disorder, or ADHD, Awareness Month.

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My remarks will focus on the cost to Canadian society and highlighting a few recent efforts to improve children’s literacy across Canada.

Although attention deficit hyperactivity disorder, or ADHD, and learning disabilities such as dyslexia — which are often seen together — are highly heritable, we know that racialized and marginalized individuals and those facing social adversity experience poorer outcomes. Education is a social determinant of health and economic outcomes, so if we as a country are serious about decreasing health care costs, increasing productivity and improving lifelong health, this issue requires our full attention. In fact, according to the Centre for ADHD Awareness, Canada, ADHD is estimated to cost Canadian society $7 billion annually.

Frontier College, a national charitable literacy organization, reported in 2021 that:

Studies have consistently shown that improving the literacy of a country’s workforce increases both GDP and productivity. In fact, literacy scores are a better predictor of long-term growth of OECD countries than educational attainment. Increasing the literacy skills in the workforce by an average of 1% would, over time, lead to a 3% increase in GDP, or $54 billion per year, every year, and a 5% increase in productivity.

In 2019, the Ontario Human Rights Commission undertook a public inquiry entitled Right to Read. The Ministry of Education adopted most of its substantial recommendations, and science‑based, evidence-based, structured literacy is now part of the language curriculum in all Ontario schools.

A 2023 Saskatchewan Human Rights Commission report entitled Equitable Education for Students with Reading Disabilities points to provincial reading scores that indicate 25% of all students and a staggering 45% of students identifying as First Nations, Métis and Inuit were not meeting provincial standards for reading. In closing, colleagues, it is hoped that this report will lead to systemwide changes to the literacy and language curriculum in Saskatchewan schools. Our children and families are depending on us. Thank you.

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