In Costa Rica, basic social indicators remain strong, but national income poverty stands at 15.2% of households, with child poverty reaching a troubling 33% nationwide ¹ ². On average, individuals living in low-income households complete three fewer years of schooling than their non-poor peers, reflecting significant gaps in educational continuity and specialized support ³. For families caring for children with severe disabilities or neurodivergent conditions, obtaining tailored, accessible public education is an even greater challenge, as specialized state resources remain extremely limited ⁴.
In the San José metropolitan area, where high living costs and urban poverty concentrate in vulnerable neighborhoods, specialized educational infrastructure is severely stretched ⁵. Across the entire capital, the Ministry of Public Education (MEP) operates only two specialized public centers capable of supporting children with complex needs, including autism, Down syndrome, cerebral palsy, and multiple cognitive impairments. One historic school serves 250 students from low-income families every week, while also housing an on-site health clinic to provide free dental and medical care for students and their families. However, space shortages force children with cerebral palsy to navigate outdoor areas during heavy rains, while limited physical capacity threatens the school's ability to accept new referrals sent by the ministry every year.
To eliminate these barriers and expand specialized care, HXP Builders will construct two fully accessible classrooms. This expansion will provide dedicated, sheltered spaces for art therapy and specialized instruction for children with cerebral palsy and multiple disabilities, protecting students from the rain and creating safer daily routines. By expanding the school's physical capacity, this project ensures the institution never has to turn away new referrals, allowing more vulnerable children from low-income families across San José to receive dignifying, cost-free education and comprehensive care.
Sources
¹ INEC Costa Rica – National Household Income & Poverty Survey (ENAHO)
² UNICEF – Costa Rica Country Office & Child Poverty Assessment
³ UNICEF – Costa Rica Educational Attainment & Equity Diagnostic
⁴ Ministry of Public Education (MEP) – Special Education Department & Inclusive Schooling Profile
⁵ World Bank – Central America Urban Equity & San José Metropolitan Area Diagnostic