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Almost five years after legalization, the unlicensed cannabis market is still thriving in Canada, and legacy cannabis retailers continue to face barriers to legal market entry. This study aims to shed light on these challenges and offer policy recommendations supporting legacy retailers and the government’s goals of enhancing public safety and displacing the unlicensed market.

This study reviewed online sources, including the media, gray literature, government, and other policy and legal websites, to identify legacy retailers’ challenges to entering the Canadian ecosystem since legalization and policy approaches of legalized jurisdictions with similar issues.

Legacy retailers face financial, legal and social barriers to entering the legal market. The Canadian government should focus on lowering and eliminating these barriers by developing programs that reduce financial risks and required capital, facilitate partnership programs and accelerators, provide innovative options that reduce overhead expenses, encourage pooled ownership to support small businesses, prioritize market entry for equity-deserving individuals and enable automatic expungement. A description of programs that have been implemented in other jurisdictions to address similar barriers is provided.

The policy recommendations in this paper would enable increased entrepreneurship and employment in a growing sector. While the tax revenue earned from the new market entrants may not be enough to support all the recommended policy initiatives, it could be reinvested to fund some of them creating sustainable growth opportunities.

The paper provides practical, timely policy recommendations on expanding the legal cannabis market in Canada and addressing unintended negative consequences of current policies.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.