WHEREAS   psycho-educational assessments are essential for identifying students’ learning, cognitive, emotional, and behavioural needs, enabling schools and families to implement appropriate and timely supports and interventions, and

WHEREAS   timely access to psycho-educational assessments is critical to student success, yet students in Prince Edward Island (PEI) frequently experience wait times of one year or longer for school-based assessments due to limited capacity and increasing demand, and

WHEREAS   provincial reviews and reports have identified lengthy wait times for psycho-educational assessments as a systemic concern, noting that delays can negatively impact student outcomes and place additional strain on educators and classroom resources, and

WHEREAS   delays in accessing assessments create inequities for families, as those with financial means may pursue private assessments at significant personal cost, while others must remain on extended wait lists for publicly funded services, and

WHEREAS   without timely assessment and identification, students may be unable to access appropriate accommodations, individualized programming, or interventions, potentially affecting their academic achievement, social-emotional well-being, and long-term educational outcomes, and

WHEREAS   increasing psycho-educational assessment capacity aligns with inclusive education principles and supports early identification and intervention, which are proven to improve outcomes for students with diverse learning needs;

THEREFORE, BE IT RESOLVED that the PEI Home and School Federation requests that the Department of Education and Early Years (DEEY) and the Public Schools Branch (PSB):

1. Invest in additional school psychologists and psycho-educational assessment positions within future staffing allocations to significantly reduce wait times for assessments for school-aged children across Prince Edward Island.
2. Establish and communicate clear provincial timelines and service benchmarks for the completion of psycho-educational assessments and the sharing of results with families and schools.
3. Provide annual public reporting on psycho-educational assessment wait lists, completed assessments, and staffing levels to ensure transparency and accountability.
4. Explore and expand alternative service delivery models, including partnerships and pilot initiatives, to increase assessment capacity and meet the growing demand for services.

SUPPORTING INFORMATION AND REFERENCES:

• Prince Edward Island reports have identified psycho-educational assessment wait times of approximately one year or more, indicating that current service capacity does not meet demand.
  https://www.princeedwardisland.ca/sites/default/files/publications/better_together_report.pdf
• Provincial reviews of mental health and youth services have highlighted the importance of timely access to assessments for children and youth and the negative impacts of prolonged wait times.
  https://www.princeedwardisland.ca/sites/default/files/publications/mhareport.pdf
• National research notes that delayed or inaccessible psycho-educational assessments can contribute to inequities, particularly for families unable to afford private services.
  https://cps.ca/documents/position/learning-disorder