More than 8,300 primary school students in the Netherlands repeated a grade last school year, according to recent figures. While remaining in the same grade, often referred to as ‘zittenblijven,’ is a practice that has existed for decades, the decision to do so rests solely with individual schools and policies vary widely.
Basisscholen, or primary schools, are permitted to establish their own criteria for grade repetition, as outlined in the Wet op het Primair Onderwijs (Law on Primary Education), according to information published by the Dutch government. This means that the rules governing when a student is held back can differ significantly from one school to another. In some cases, schools may have strict policies, such as limiting students to repeating a grade only once, or prohibiting it altogether in group 8 – the final year of primary school. Other schools adopt a more flexible approach.
The practice of ‘zittenblijven’ is particularly nuanced in group 2, where This proves often termed ‘kleuterverlenging’ – extending kindergarten. Schools are obligated to keep parents informed about their child’s progress throughout the year, and the final decision regarding progression to the next grade is made by teachers during end-of-year transition meetings. Schools must justify the decision to hold a student back, demonstrating that it is necessary to support the child’s development, as stipulated by the law.
Despite a legal framework that aims for an ‘ononderbroken ontwikkelingsproces’ – an uninterrupted developmental process – for all students, the number of students repeating grades remains significant. Approximately one quarter of all students will repeat a grade at some point during their school career, while the percentage has slightly decreased in recent years. In primary education, just over 1 percent of students are held back, a figure that fell from 1.4% to 1.2% between 2017 and 2023.
Alongside the option of repeating a grade, schools also have the possibility of accelerating students – ‘versnellen’ – allowing them to progress to a higher grade than their peers. Research suggests that accelerating gifted children can have a positive impact on their cognitive development. However, the decision to accelerate, like the decision to hold a student back, is made at the school level.
Parents who wish to influence school policy regarding grade repetition can do so through the medezeggenschapsraad (MR), or school council. The MR provides a platform for parental involvement in school governance. The rules for grade repetition are published in the school’s plan and school guide, making them accessible to parents.
The effects of both ‘zittenblijven’ and ‘versnellen’ on student performance are complex. While repeating a grade can provide students with additional time to master the material, it can also lead to demotivation. Conversely, acceleration can be beneficial for gifted students, but may not be appropriate for all.
