Dutch Parent Group Sues State Over “Home-Sitting” Children Denied Education

Parent association Balans has initiated legal proceedings against the Dutch state, arguing that the government is failing to ensure adequate educational opportunities for children who are not attending school. The group contends that the current system excludes these children from suitable education, and they are seeking legal recourse to compel improvements.

The issue of “home-sitters” – children who are not enrolled in or regularly attending school – has seen a notable increase in the Netherlands. According to Joli Luijckx, director of Balans, the group of children affected is diverse, extending beyond commonly perceived categories like those with autism or giftedness. These are children who require different approaches to learning, information processing, or social integration.

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In the 2024-2025 school year, 16,351 children were at home without school enrollment. An additional 4,804 children were enrolled but absent for at least four weeks. Both figures represent a growth of approximately ten percent over the previous year.

An investigation commissioned by the Ministry of Education suggests that the number of children enrolled but missing more than half their school days could be significantly higher, potentially affecting over 60,000 students across primary, secondary (special) education, and vocational training.

Luijckx stated that the rights of these home-sitting children are being violated. “It is no longer acceptable that children are excluded from suitable education due to the system’s shortcomings. The education system is the problem, not the student.”

The Ministry of Education attributes the rise in absenteeism primarily to the increase in children not attending school at all, particularly those not previously registered with a school, such as children from Ukraine or other newcomers. Waiting times for youth care services and administrative complexities within municipal systems are also identified as contributing factors.

One parent, Marieke Wissink, shared her experience with her 10-year-old son, who has not attended school for about 18 months. Initially, his early school years were positive, but from group 3 onwards, he became disengaged and bored. What began as occasional absences gradually extended.

Despite the increasing resistance to school at home, the school did not initially identify a significant problem. Wissink sought external youth care support, which provided coping strategies for her son and the school, but did not result in a formal diagnosis. “Because he didn’t exhibit behavioral problems in class and his results were within the acceptable range, the school saw little reason to make adjustments,” Wissink explained.

Her son eventually transferred to another school but dropped out after three months. “What we experienced was a lack of integrated support. Only after three years, at our request, was there a joint consultation between the school, youth care, and parents. In the interim, we as parents had to orchestrate the coordination ourselves.”

Wissink’s son now attends a workshop called “De Sleutelplaats” in Leiden twice a week, where he learns through practical activities and is recovering from his negative school experiences. Both the workshop and the support are funded and organized by parents. Wissink hopes her son can eventually attend a school in a nearby municipality, envisioning a mainstream school with an innovative principal and team dedicated to helping home-sitting children re-engage with education and development.

The Ministry of Education is transitioning from a “suitable education” model to “inclusive education,” aiming for children with support needs, who currently attend special education, to be integrated into local mainstream schools. This shift is targeted for completion by 2035. The ministry anticipates this, alongside other measures, will reduce the number of home-sitting children.

While Balans supports the ambition of inclusive education, they express concern that the necessary preconditions might not be met. The lawsuit aims to ensure these conditions are established, including smaller class sizes, adequate staffing, accessible school buildings, availability of specialist expertise, and appropriate learning materials. The association also advocates for the right to education to be legally enshrined.

Key facts:
| Detail | Information |
|—|—|
| Number of children not enrolled in school (2024-2025) | 16,351 |
| Number of enrolled children absent for 4+ weeks | 4,804 |
| Estimated total children missing >50% of school time | 60,000+ |
| Parent association initiating lawsuit | Balans |
| Ministry’s goal for inclusive education | By 2035 |

This development is significant for FootballGames10 readers as it highlights systemic issues within educational access in the Netherlands, affecting children’s development and future prospects. While not directly related to sports, it touches upon broader societal challenges that impact families and communities.

Source: NOS Voetbal, https://nos.nl/l/2619094

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