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espanolLa identificacion de problemas emergentes de asistencia escolar (PAE) es muy importante. La identificacion temprana permite la intervencion temprana, lo que reduce la probabilidad de que los PAE se establezcan y contribuyan a problemas adicionales. A corto plazo, los PAE pueden contribuir a problemas academicos y socioemocionales para los jovenes y al estres para la familia, e imponen demandas adicionales a los recursos escolares. A mas largo plazo, los PAE pueden llevar a la desercion escolar, lo que contribuye a problemas para la comunidad en general. Los esfuerzos locales, nacionales e internacionales dirigidos a la identificacion de PAE emergentes son, por lo tanto, una prioridad. Este documento comienza con una revision de las leyes y politicas nacionales en los Paises Bajos que inciden en la identificacion de los PAE. Tambien se consideran dos protocolos holandeses relevantes para la identificacion de PAE. A partir de entonces, discutimos las fortalezas y debilidades de las leyes, politicas y protocolos holandeses, prestando especial atencion a la cuestion de si estimulan satisfactoriamente la identificacion temprana de los PAE. El documento concluye con recomendaciones sobre formas de mejorar la identificacion temprana en los Paises Bajos. Estas recomendaciones pueden estimular el pensamiento entre los profesionales de la educacion y los responsables politicos en otros paises. EnglishThe identification of emerging school attendance problems (SAPs) is highly important. Early identification permits early intervention, which reduces the likelihood of SAPs becoming established and contributing to additional problems. In the short term, SAPs can contribute to academic and social-emotional problems for the young person and stress for the family, and they place extra demands upon school resources. In the longer-term, SAPs can lead to school drop-out which contributes to problems for the community at large. Local, national, and international efforts aimed at the identification of emerging SAPs are thus a priority. This paper commences with a review of national laws and policies in the Netherlands that have a bearing on the identification of SAPs. Two Dutch protocols relevant to the identification of SAPs are also considered. Thereafter, we discuss the strengths and weaknesses of Dutch laws, policies, and protocols, paying particular attention to the question of whether they satisfactorily stimulate early identification of SAPs. The paper concludes with recommendations about ways to improve early identification in the Netherlands. These recommendations can stimulate thinking among educational professionals and policy-makers in other countries.

Early identification of school attendance problems: How helpful are Dutch laws, policies, and protocols?