WILLEMSTAD – The Ministry of Education, Science, Culture and Sport (OWCS) has responded to recent media reports describing a crisis in special education, emphasizing the need to view the figures within a broader context.
According to the ministry, the reports are based on findings from the Education Inspectorate’s publication Kwaliteit in Beeld, but do not fully reflect the wider analysis and ongoing policy developments.
The widely cited increase of 73 percent in children with special educational needs refers specifically to an inventory conducted among special primary schools. In absolute terms, the number of children identified with special needs rose from 983 to 1,704 over five years.
The Inspectorate itself outlines several possible explanations for this increase, including rising mental and psychosocial pressures on children and families, improved diagnostics and recognition, gaps in early detection and prevention, and increased strain on mainstream education leading to more referrals.
While OWCS acknowledges that the situation is serious and requires targeted action, it stresses that the issue is partly driven by broader social and healthcare-related factors. At the same time, the ministry recognizes its responsibility within the education system, particularly in areas such as early identification, placement, and support.
The Inspectorate has noted that special education is once again a policy priority, with frameworks and legislation currently being further developed in consultation with stakeholders, experts, and legal advisors.
OWCS stated that it has already been working on strengthening the system for some time, with several initiatives at an advanced stage. These include further development of the National Ordinance on Special Primary Education, improvements in selection and allocation mechanisms, updates to funding and capacity conditions, enhanced support for schools and teachers, and stronger collaboration between education, healthcare, and families.
Pedagogical support is also being expanded, including assistance for schools in behavior management, classroom management, and social-emotional guidance, with methods such as Conscious Discipline being introduced.
The ministry emphasized the need to critically review how children are identified, diagnosed, and placed within the system. The issue, it said, goes beyond the number of diagnoses and includes whether signals are detected early enough, whether appropriate support is available in time, and whether children are placed in the most suitable educational environment.
OWCS reiterated that its policy aims to keep as many children as possible within mainstream education, provided schools are equipped with the necessary tools, expertise, and support. Special education remains essential for children whose needs cannot be met within the regular system.
The ministry also highlighted the importance of prevention, early intervention, parental involvement, and strong links between education and healthcare.
International research supports this broader perspective. The World Health Organization (WHO) has pointed to the significant impact of social factors such as poverty, family stress, housing conditions, and access to healthcare on child development and educational outcomes.
Similarly, the Organisation for Economic Co-operation and Development (OECD) reported in 2026 that diagnoses of autism spectrum disorders among children and young people in member countries have increased two- to fourfold over the past 15 years, largely due to improved recognition and diagnostics. Demand for additional educational support has also risen in countries such as the United Kingdom and the United States.
According to OWCS, these trends show that the issue cannot be addressed by education policy alone. A comprehensive approach involving education, healthcare, and social support is required.
The ministry concluded that the focus must remain on the child, ensuring that every child is identified in time, properly assessed, and given appropriate support.