American School of The Hague

American School of The Hague (ASH) is a co-educational international school for students ages 3 to 18. A leading international school in the Netherlands, we proudly welcome students from over 70 nationalities. We cultivate a student-centered community with a strong emphasis on science, technology, engineering, and math education and a vibrant visual and performing arts program. Our students benefit from hands-on learning experiences and an extensive offering of clubs, activities, and competitive athletic teams. Unique in the Netherlands, we offer both the International Baccalaureate Diploma Programme and the US College Board Advanced Placement pathway, preparing our students for success in higher education.

ASH Experience

ASH Story

Stories Come Alive When Learning Dutch at the Dual Language Pathway
The Kindergarten Dual Language (KDL) Pathway at American School of The Hague (ASH) offers students an immersive, playful approach to language learning, allowing them to experience the magic of both Dutch and English through creativity and imagination. Recently, students were transported into a crossover-parallel universe where their favorite characters, like Gerald from *Elephant and Piggie* and Trixie from *Knuffle Bunny*, came to life. Faced with a fun challenge—helping these characters learn Dutch so they can read and write to each other—the students embraced the task of becoming language mentors. Even Pigeon, another beloved character, joined the class to observe and pick up on important Dutch lessons.
 
This imaginative storyline, designed by KDL teacher Ms. Claire Bartstra, was ingeniously crafted to keep students engaged and motivated to learn Dutch. New to ASH this year, Ms. Claire brings a wealth of experience in play-based curriculum, along with an international upbringing that fuels her passion for innovative teaching. By combining storytelling, role-play, and hands-on activities, she creates a vibrant learning environment where students explore language through creativity and active participation. "Play is a superpower in teaching young children! Learning through play and hands-on experiences is crucial for young children because it aligns with their natural way of exploring and understanding the world”, Claire says.
 
The project has been unfolding through a lively exchange of fictional letters between Mo Williams and the students. "I've always loved English picture books, especially those by Mo Willems, and how he creates books that enhance children's reading enjoyment. While reviewing Dutch teaching methods and their associated books, I noticed they didn't resonate with the children I was teaching.”, shares Claire, "The vocabulary was often too extensive and failed to capture their imagination. Suddenly, an idea struck me: Why not incorporate these beloved characters into the Dutch learning journey?” Each letter they receive presents a new, exciting mission or assignment, helping students discover key elements of the Dutch language in an engaging and enjoyable way. For example, students have picked up fun Dutch postal terms like de kaart (the card) and de postzegel (the stamp).
 
Through the power of play and imagination, students in the KDL Pathway are not just learning a language—they're discovering how to connect with the world around them in meaningful, creative ways. “We've been truly amazed by the progress our students are making. The children aren't just memorizing words; they're actively using Dutch words during their play or solving problems. We've even seen them tackling math problems by counting in Dutch!” says Claire. “We've also observed a significant increase in confidence when speaking Dutch, with students eagerly trying out new phrases, even those who were initially hesitant.”
 
At ASH, the Dual Language Pathway provides a unique opportunity for local and international families who want to plant roots in the Netherlands while maintaining a global outlook for their children. In the early years, instruction is primarily in Dutch, offering students a rich immersion into the language and their local community. Over time, the program gradually integrates English, ensuring that students develop strong literacy skills in both languages in a seamless, engaging way.
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Jurgen, Grade 12: Trojan Times Editor-In-Chief Advocates For Self-Expression and Critical Thinking
Grade 12 student Jurgen wears many hats throughout the week. As co-president of the Student Senate, captain of the Robotics team, Student Ambassador coordinator, core member of the Model United Nations (MUN), and leader of the Math and Coding Clubs, Jurgen is deeply involved in both academic pursuits and the broader ASH community. In this interview, he shares insights into his role as Editor-in-Chief of The Trojan Times, a student-led club that provides a platform for students to express their voices through journalism, whether by exploring subjects of personal interest or covering assigned topics.
 
Jurgen joined The Trojan Times two years ago as a writer, contributing articles on topics like artificial intelligence, the evolution of math education, and the world wars. "Suddenly, there was a platform where my writing became more visible and it motivated me to become a better writer," he reflects.
 
In times when access to information is expansive and conflicting, Jurgen emphasizes staying informed and maintaining a critical mindset. "I start every morning by reading two different newspapers. You need to make sure you are informed," he says. At ASH, with its diverse student body and the school's philosophy of taking the world as a classroom, students gain many perspectives on global citizenship. For Jurgen, understanding current world affairs is a very important part of what it means to be a global citizen: "It's more important than ever to read the news, especially from different media outlets, as it allows you to gain a broader perspective and form your own opinions."
 
The role of media literacy is particularly important for Jurgen: "People always find someone to blame, but that often stems from a lack of understanding about the world around them, which drives people toward hatred. That’s why reading the news, and for writers, staying truthful and adhering to ethical guidelines, is the number one preventive force against irrational emotions."
 
As Editor-in-Chief, Jurgen encourages writers to deepen their research and strengthen their writing, viewing The Trojan Times as a platform for diverse voices and talents. "I would recommend everyone to join," says Jurgen. "If any student has a passion, I encourage them to get involved."
 
Jurgen’s wide involvement at ASH shows his commitment to making a meaningful impact; advocating for a more understanding and globally aware community by demonstrating school values. Similarly, by encouraging his peers to be critical thinkers, Jurgen is setting a strong example to others, inspiring fellow students to value participation, empathy and kindness.
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Theo "Bob" Holtzheuser '75: A Legacy of Friendship of an ASH Ambassador
Theo “Bob” Holtzheuser ‘75 is a fountain of American School of The Hague (ASH) knowledge and an anchor in keeping his classmates connected with ASH. He has attended countless class reunions all over the world, gave the Alumni Address at the Class of 1997 ASH graduation, and regularly posts throwbacks to the days of ASH on the Paulus Buijsstraat. Bob also was one of the key contributors to the 50th anniversary THIMUN publication. He truly is an ASH ambassador and it was our pleasure to host him during his recent campus visit and hear his captivating stories, firsthand.
 
What is your background at ASH?
I attended ASH from 1971-1975, for Grades 9 through 12. My connection to ASH was quite by accident. Back then, it was called The American School of The International Schools (TASOTIS). My uncle sold his house in Toronto in 1970 and decided to move back to the Netherlands, as my family has Dutch roots. He, his wife and my two cousins moved to Rijswijk. My cousin Chris was enrolled in Grade 7 at the TASOTIS Middle School for the 1970-71 school year and my cousin Joan was enrolled in Grade 12 at TASOTIS that same year. They did not like the living abroad experience and wished to return to Toronto,so, my dad and uncle agreed to exchange places for one year: my uncle's family moved into our place in Toronto and we moved into theirs in Rijswijk. That was in the summer of 1971 and on the last Wednesday of August that summer I embarked on the ASH journey.
 
After one year when it was time to exchange once again, my mother and I each expressed our desire to remain in the Netherlands. My mother wished to stay for sibling and parental closeness due to her Dutch heritage, and myself for the American School community. I still remember the first day of school on the bus, very nervous about my first day of school in a new country and new city. By the end of the day, I realized that there were so many students like me, coming from all sorts of different countries, all having their first day of school in a new place just like me. In the end, I had made so many new friends that year I didn't want to leave when the time was up.
 
What is one of the most valuable things that you took from your time at ASH?
The most important gift that I took away from my 4 years at ASH is the everlasting friendships that still exist to this day. These friendships extend to every corner of the earth. The second most important gift was the educator's mold that impressed on my mind. My teachers not only taught the curriculum but inspired me to think beyond the box. The combined experience of the school, international, and Netherlands spheres set me apart from my counterparts in North American settings. It was a sort of awakening, eye-opening experience.
 
How did ASH help shape your path in life?
My academics at ASH were varied, and I excelled in history and social studies. I wasn't the scientist or mathematics type. I was lucky enough to be assigned to two of Paul Sand’s classes in Grade 10, Political Science and Sociology. The first time I walked into his classroom I felt intimidated, as the desks were all pushed aside and there were two dozen chairs arranged into a circle. Mr. Sand was sitting in one of the chairs, and it was clear that all students had equal status in the room and were all expected to participate in the classroom discussions. Students were also required to participate in Model United Nations (MUN) at that time, and I was a delegate from 1972 -1975. If nothing more, the experience and learning about the countries that I represented their culture, traditions, economics, and concerns, was so important. Looking back, it was one of the highlights of my high school education. It instilled in me that all roles, from the small background ones to the forefront, each had a key part to play in international diplomacy and international delegation.
 
Are there any standout moments or people from your time at ASH?
Many teachers stand out from the years I had at ASH. Paul Sand was influential in opening all of our eyes to global issues and discussions, bringing it to the classroom level and developing THIMUN for all ASH students to participate in. Of course, there are so many other teachers to name, Ineke van der Jagt for math, Koo Stroo for art, and the coaches I had as a JV and Varsity athlete.
 
Mr. Mcguire was also one of a kind. So much so that even my daughters wanted to experience the ASH life for themselves, after years of listening to my stories. Fortune had it that I was to travel to Egypt via The Hague for a teaching assignment in 2006, which coincided with the girls’ February break. To their delight, Mr. Mcguire agreed to host them in his classroom for the day and would meet the students in each of his classes. I left for my teaching assignment in Cairo, giving my 3 girls instructions on how to get to ASH from our hotel in The Hague. On that fateful February day, my 3 daughters woke up early to darkness and steady rain. They trudged through the puddles, huddling under an umbrella, and waited for a tram. The tram took them to a bus stop where they had to wait in the rain and dark, for just a little more of that “The Hague in February” experience. The bus trip took them to within a block of the ASH campus. Still dark and raining, three cold, wet, and soaked Holtzys walked the last steps to the dry inside and comfort of ASH.
 
Once inside, they were welcomed into the educational environment of Mr. Thomas McGuire’s classroom. For each class, a new group of students would settle into their seats. But before lessons could begin, introductions with a brief history as to why three “Holtzys” had joined the class. The introductions were not completely historical but touched upon fond memories of those '70s students (including myself), tweaked with humor, jest, and jabs at Canada.
 
My daughters had a great day at ASH and loved their experiences in McGuiredom. However, there was the transit trip back to the Hotel in Scheveningen..... in the dark, in the rain. Upon my return from Cairo, my daughters had a change of heart about living in The Hague. They had experienced 6 days of rain through 6 hours of daylight. "Dad, How did you manage to survive through 4 years here?" they asked. My reply, "It wasn't just about the weather, it was about the people, like Mr. McGuire, that made the rain go away." My daughters continually mention this experiment as one of their best vacations and life experiences and fondly mention Mr. McGuire as if he were their teacher.
 
 
What are you doing today?
My goal was to become a lawyer after I graduated from ASH in 1975. My university path took me to Trent University in Peterborough, Ontario - the only Canadian university in Ontario that would accept me at the time. After one year of University, I tried working in my family's business (imported Dutch Products in Canada) but I wasn't a fan of the hours or wages. Then, an advertisement for Police Cadets caught my eye - my interest in law and social studies pushed me to apply. In 1977, I joined the Metropolitan Toronto Police which embarked me on a 27.5 year career in the field. I moved up from a motorcycle office to a collision investigator, to a fatality investigator, and then to the hit-and-run squad. It was then I became involved in community traffic and safety programs for the entire 7,600 member Police force.
 
Interestingly enough, things came full circle in 2004 when I retired from the police service and started a road and safety consulting business. That same year, the UN declared a global road safety crisis due to the 3000+ people killed per day worldwide due to car crashes. In April of that year, I was invited to the UN Headquarters to take part in The Global Road Safety Strategy, which brought road and safety experts together from around the world to develop strategies. It was amazing to be in the real General Assembly Hall of the real United Nations, all those years later after our MUN in The Hague! For the next 5 years, I traveled around the globe to teach developing nations about big-city policing strategies, deployment, and policy-making for traffic safety in efforts to reduce death and injury caused by crashes. By 2009 the UN interest had subsided and I retired once again to enjoy time with my family and traveling - stopping by the Netherlands now and again and keeping active with so many of my friends from ASH, even to this day.
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