How should we plan for adulthood when a young person has FASD?

Information reviewed September 2026. Assessment pathways, services and program rules can change, so use the linked official source when a current process matters.

Adolescence can expose gaps that were easier to work around in childhood.

As teenagers are expected to manage time, transportation, money, relationships, online communication, school deadlines and increasing independence, executive-function and adaptive-living differences may become more visible.

Independence should be built around actual functioning, not birthday expectations.

A young person may be strong in conversation or academic subjects while still needing substantial support with planning, judgement, money, appointments or safety. CanFASD transition research emphasizes individualized planning rather than assuming age automatically equals readiness for the same responsibilities.

Start transition planning early.

Canadian FASD transition research identifies several recurring principles: start early, create a timeline, designate a coordinator, include the young person's voice, involve multiple systems and plan across the areas that affect everyday adult life.

CanFASD: Transition planning for youth with FASD

Plan across more than school.

The young person should be involved without being left alone to coordinate the system.

CanFASD emphasizes self-determination and the young person's voice. That does not mean transferring every administrative task to the youth on their eighteenth birthday. Build participation in ways that match the person's skills and support needs.

PEI programs may change at 18.

GACP ends at 18, CCB ends for the child, and some disability, health, education and social-program processes shift to adult eligibility rules. Review the whole plan before the birthday rather than discovering each change after support stops.