Life Project Education – Vision, Mission, and Schoolwide Learner Outcomes
Vision
Life Project Education envisions a world where young people are equipped and empowered to thrive in a rapidly changing, digitally dominant landscape while remaining deeply grounded in their humanity, their communities, and the natural world. We see education as a living ecosystem that nurtures academic mastery, adaptability, emotional intelligence, creativity, and environmental stewardship in equal measure.
Our vision is not to prepare students solely for traditional, narrow specialization, but to cultivate versatile, resilient learners who can navigate diverse disciplines, think critically, solve complex problems, and collaborate across cultures. We aim to graduate young adults who measure their success not only by grades, test scores, or credentials, but by the impact and integrity of their contributions to the world.
Mission
Life Project Education’s mission is to provide a holistic, transformational, future-ready learning experience that prepares every student—scholastically, socially, emotionally, and ethically—for a lifetime of purposeful engagement.
We do this by:
Offering a dynamic academic foundation that integrates core subject mastery with hands-on, interdisciplinary projects.
Creating immersive opportunities for place-based, nature-connected learning that build ecological literacy and a sense of stewardship.
Cultivating social-emotional competencies such as empathy, self-awareness, collaboration, and cultural agility.
Encouraging creative expression and innovation through arts, design, entrepreneurship, and intentional technology integration.
Prioritizing adaptability and problem-solving as key skills for the future.
Replacing an overreliance on test scores with high-impact project portfolios that showcase each learner’s readiness for post-secondary study, entrepreneurship, or independent endeavors.
Partnering with families, community leaders, and international collaborators to model cooperative, interconnected systems of learning and living.
Our Commitment to Enhancing the Educational Experience in 2026
As we prepare for the next evolution of Life Project Education, we wish to share several exciting major developments that will significantly enrich the quality, credibility, and sustainability of our learning community, both for this generation of students and those to come. We are very proud!
1. We are beginning the process of accreditation!
This marks a meaningful shift in our ability to offer globally recognized high school diplomas and official transcripts, directly from Life Project itself. While our long-standing partnership with West River Academy has served us well, full independent accreditation will offer our students a significantly more powerful and widely accepted credential, especially for university applications, international travel, and government recognition.
This step reflects our long-term commitment to honoring both educational freedom and academic credibility.
2. We are forging a formal partnership with The Gift Academy.
This collaboration brings not only powerful and upgraded programming for students and parents, especially within our high school, but also a shared pedagogical vision that will elevate the coherence, depth, and soul of our model across all levels.
Zamir Dhanji, founder of The Gift Academy, will take a lead role in curriculum development and teaching within our high school, bringing his wisdom in mentorship, rites of passage, and regenerative systems thinking. But more importantly, this partnership is about clarifying and strengthening our educational framework schoolwide.
Having a co-visionary with such deep alignment step into a leadership role will allow our Director of Education & founder, Alys, to steer the organization more sustainably, with greater clarity and support. This collaboration brings strategic focus, creative synergy, and a symbiotic collaboration rooted in mutual life purpose.
While there are many other upgrades arriving to all age groups and operations, these two initiatives will have the most widespread impact on our school ecosystem. Embarking on our journey to accreditation and our partnership with The Gift Academy are part of a larger movement toward refinement, longevity, and deep-rooted impact. We remain committed to our founding values while equipping our learners with the tools and credentials they need to move fluidly between worlds.
3. We are sustaining our Nutrition initiative.
We are grateful for all of the energy invested in 2025 to upgrade and align our mealtime offerings and nutrition initiative. We are confident that with increased enrollment and our parents’ willingness to contribute the full tuition investment required to sustain our vast kitchen operation, that we can sustain it without raising tuition.
4. We are reducing our enrollment fees and maintaining current tuition prices.
After an extensive financial evaluation, we are confident in our 2026 operations approach. Our goal is to not only sustain all current offerings but also *upgrade* by adding our Gift Academy partnership and accreditation commitment. It is important to note while we will continue to reserve financial assistance to qualifying families truly in need, dissemination will be more conservative this year.
5. We are committed to sustaining AND increasing enrollment.
As part of our 2026 enrollment campaign, we will once again be offering limited flexible enrollment options in a way that does not compromise our commitment to preserving stability, consistency, and ease.
Thank you for walking this path with us. The future is unfolding beautifully.
If you have questions about the information provided in this handbook, please contact our Administration via email at:
Enrollment& Administrative Inquiries: admissions@lifeprojectedcation.org
Finance/Tuition Inquiries: finance@lifeprojecteducation.org
Educational Inquiries : community@lifeprojectedcation.org
Community & Social-Emotional Inquiries: community@lifeprojectedcation.org
Quarterly Learning Themes
Throughout the year, students receive consistent fundamental academic rhythms to ensure core skill-building and content mastery is being achieved in English Language Arts, Spanish Language Arts, Social Studies, the Sciences, Maths, Physical Education, and the Arts. Our quarterly themes allow for deeper emphasis on our school’s values-based curriculum and thematic interdisciplinary learning journeys.
Quarterly Learning Theme
Length
Dates
Quarter 1: Community & Inner Development (Intention & Connection)
This first quarter includes workshops dedicated to nurturing a deeper sense of self and connection to our community. Conscious education, self-awareness, connecting, team building, and intention setting will lay our foundation for a rich and secure year of learning. Students will explore their new learning environment, design educational and recreational spaces within their community, and develop new 2026 community policies, jobs, responsibilities, and commitments.
7 weeks
Feb 10-March 26, 2026
Quarter 2: Earth Guardianship
Our second quarter will emphasize Life Sciences, Geography, Ecology, Permaculture, Wildcrafting, and Biliteracy Project Based Learning (PBL). Each year, Life Project spends this quarter committed to planet protection, earth advocacy, biology, and local conservation. Our Earth Guardians have previously partnered with The Sloth Institute, Reserva Playa Tortuga, Community Carbon Trees, Coral Restoration Project, the Boruca community, Asomacao, Envision Festival & Rancho la Merced, Innoceana, Villas Alturas, and Misión Tiburón.
12 Weeks
April 8-June 26, 2026
Quarter 3: Global Citizenship
This particular quarter traditionally includes topics such as Astronomy, Mythology, Astrophysics, Ancestry, Cultural Studies, and Theology. Students will broaden and deepen their understanding of self, others, and the planet by investigating our relationships with others, our ancestors, as well as the infinite cosmos. Children will investigate cross-cultural interpretations of the history of the universe and creation and understand the vast interconnectedness of all energy contained within the universe and each being.
12 Weeks
Aug 5-Oct 22, 2026
Quarter 4: Community Development (Transformation & Reflection)
Our final quarter brings a “full-circle” approach to our annual learning journey. This season invites opportunity for self-reflection, synthesis of learning and personal transformation, personal projects, cultural holiday observances, and preparation for our annual Winter Solstice closing ceremony and graduation.
7 Weeks
Nov 4-Dec 17, 2026
2026 Community Closures
2025 Winter Holiday
December 19 2025- February 9, 2026
Faculty Orientation Days: Feb 2-6, Feb 9
Semester 1 Parent Conferences
March 9
Faculty Conference Day: March 9
Semana Santa (Spring Holiday)
March 27-April 7
Faculty Planning & Training Days:
March 27, April 6, April 7
Dia del Trabajador
Costa Rican Labor Day
May 1
Life Project Mid-Semester Faculty Days
May 4
Faculty Planning Day: May 4
Summer Holiday
June 29-Aug 4
Faculty Planning & Training Days:
June 29, June 30, Aug 3, Aug 4
Semester 2 Parent Conferences
September 14
Faculty Conference Day: Sept 14
Dia de la Independencia
Costa Rican Independence Day
September 15
Fall Holiday
October 23- Nov 3
Faculty Planning Days: October 23, 13-14
Life Project Mid-Semester Faculty Days
November 27-28
Faculty Training Days: November 27, 28
2026 Winter Holiday
December 18- TBA 2027
Faculty Days: December 18
2026 Formal Parent Gatherings (Required Attendance)
2026 Semester 1 Parent Orientation
Friday Feb 13
Early Years: 8-9:30am
Middle Years: 10:00-11:30 am
Upper Years & High School: 1-2:30
2026 Semester 2 Parent Orientation
(new parents only)
August 7, 1pm-2:30pm
Semester 1
Parent Enrichment Meetings
Date and Time TBA
Early Years:
Middle Years:
Upper Years/High School:
Semester 2
Parent Enrichment Meetings
Date and Time TBA
Early Years:
Middle Years:
Upper Years/High School:
Festivals & Celebrations (Attendance Very Important)
Back-to-School Potluck
Family & Teachers Meet & Greet
Date TBA
Semester 1
Summer Showcase & Celebration
June 26
Semester 2
Winter Showcase & Celebration
Graduations & Closing Grade-Level Ceremonies: Dec 14-16
Solstice Ceremony: December 17
EARLY RELEASE DAYS
Early Release Days
Every Friday
1:00pm (After Lunch Period)
2026 Educational Offerings and Group Handbooks
Life Project Education currently offers primarily long-term, full-time alternative learning experiences for children ages 4-16 (grade 10). Below you will find copies of individual Handbooks for each age group. Please review Handbooks pertaining to your child(ren)’s group(s).
The Early Years: PreKindergarten (Ages 4-5)
PreKinder (Team Nest) Handbook
Welcome to “The Nest”! Our intimate PreKindergarten and early Kindergarten program is designed with love and intention to replicate a cozy home space. Colors are warm and inviting, and natural wood and nature-based toys infuse the children’s play. Children between the ages of 4-5 are often still dreamy and may still be moving from the developmental stage of parallel play to cooperative play. At this time they are optimally served in a small, safe environment where they can begin learning how to share, take turns, and exist within a group. Teachers bring love and warmth; an environment that nourishes the senses; creative and artistic experiences; meaningful adult activity to be imitated; free, imaginative play; ample time in nature; gratitude, reverence, and wonder; joy, humor, and happiness; adult caregivers pursuing a path of inner development.
The Early Years: Kindergarten-Grade 3 (Ages 6 to 9)
Early Years (Team Garden & Team Forest) Handbook
Life Project Education’s child-centered early-learning workshops nurture a lifelong joy of learning and natural skills progression through social play-based activities, dynamic learning centers, anthroposophically-inspired rhythms, exploration of the natural world, and collaboration with multi-age peers. Our oldest Early Years students begin preparing for their Middle Years transition by participating in more structured workshops. Our small group dynamic is supported by long-term, full-time bilingual Costa Rican educators, international literacy specialists, and our Director of Education. Our committed Early Years team fosters strong connections, facilitates individualized support, and maintains an intimate learning environment.
Middle Years: Grades 4-5 (Ages 9 to 11)
Middle Years (Team Ocean) Handbook
Our Middle Years students are offered a gentle transition from social learning to guided bilingual project-based learning experiences. Beginning in the Middle Years, students begin navigating both independent and collaborative challenges, inquiry and research, and hands-on community development. They receive mentorship from both seasonal specialists and bilingual long-term mentors. Middle Years students maintain a physical portfolio; an anthology of projects and learning reflections throughout the year.
Upper Years: Grade 6-8 “Middle School” (Ages 12-14)
With the guidance of diverse local and seasonal specialist mentors, our maturing Upper Years students are invited to assume greater responsibility, self-direction, and leadership. Passion-driven research, personal projects, internships, conscious business management, and an introduction to mindful educational technologies are new layers to their learning trajectories. Formal evaluation, home learning, and academic advisory are all introduced in Upper Years to add accountability & depth to their studies. As our Upper Years (“Middle School”) and brand new “High School” are growing with our current eldest children, this has been and will continue to be a co-creation among our Middle School specialist mentors, the children, and our parents.
High School: Grade 9-10 (Ages 14-16)
As our accredited high school program evolves, students are invited into a journey of greater responsibility, self-direction, and real-world impact. Guided by a diverse team of mentors and in partnership with The Gift Academy,, they engage in hands-on projects such as eco-village design and social innovation while developing their unique gifts across the 10 Intelligences and Inner Development Goals. Learning unfolds both in the classroom and beyond, through collaborative research, creative studios, wellness workshops, and a monthly Saturday Incubator where students launch ventures and deepen their passions.
Progress is measured through portfolios and public presentations, with a focus on growth, self-discovery, and community connection. Together with families and mentors, students co-create an education that prepares them to thrive, lead, and contribute meaningfully in a rapidly changing world.
Enrollment Options & Tuition Investments for 2026
Enrollment Considerations
Over the last 3 years, LPE has received many temporary and uncertain international families, visiting “Worldschooling” tourist families, and families who are in various stages of integrating into a new country and life. In general, we observe that an optimal energetic container for our children would be: settled, stable, secure, rooted, consistent, & intimate.
Therefore, in 2026, priority will continue to be offered to families of Costa Rican citizens and long-term Costa Rica residents.
Here’s what’s included in the 2026 LPE enrollment:
Enhanced educational experience
Enrollment in all LPE workshops and seasonal workshops
All curriculum, materials, and resources, with the exception of basic pencil pouch contents beginning in Grade 1, and personal Chromebook for High School
Seasonal Community Gatherings, holiday & festival observances
Semesterly Parent Enrichment workshops facilitated by Life Project and The Gift Academy (required attendance)
Optional special events such as Borucan ceremonies, markets, community days, birthday circles, etc. (occasionally additional family contribution may be requested)
As-needed after-hours support from our mentors and administration team
Faculty trainings and professional development opportunities
All taxes
Daily Mid-Morning snack and simple, organic, vegetarian lunch
What do 2026 “Enrollment Fees” Cover?
Annual LPE enrollment fees support annual expenses which are NOT covered by monthly tuitions:
January & July 5 full salaries for Costa Rican employees enrolled in “CAJA” (legally obligated sustained annual employment)
End of Year team member loyalty bonuses and/or “aguinaldo”
End of Year business expenses (municipalidad, taxes, legal fees, etc)
Annual classroom supply upgrades, curriculum, tech, furniture, books, instructional supplies, bulk orders in January, quarterly curriculum orders
Annual Professional Development (CPR, personal professional development workshops, leadership trainings, etc)
Campus upgrades/renovations for 2026
2026 Curriculum & Enrollment Fee for Annual and Semester Enrollment
Child 1- $875 Child 2- $725 Child 3- $500
Enrollment Option 1 - Annual & Semester
(Minimum One Semester Commitment)
Enrollment Opens: September 15, 2025
This offering is designed for:
Local, long-term resident families who can confidently commit to a minimum of one semester.
Full-time, 5-day schedules
Families who can commit to one full semester, but may be uncertain or unable to commit to the full year. 1-semester contracts may be offered, with full enrollment fee due, and pending space.
Upon completion of the semester, contracts may be extended only if space permits.
Families who apply for full-time annual enrollment will receive priority enrollment.
2026 Optional West River Enrollment Fee, Grade K- 10
*Recommended until LPE receives independent accreditation
*Only Available for Annual & Full-Time Enrollment
Child 1- $275 Siblings: $125
Monthly Tuition Investment
$965/month
Semester Tuition Investment
$4,825/semester
Enrollment Option 2 - Part-Time Enrollment
Enrollment Opens: November 1, 2025
This offering is designed for:
Families who may not be ready to commit to a full 5-day schedule
Families who are able to commit to a minimum of one full semester with the part-time schedule.
Homeschooling families with elementary school children who wish to enrich their child’s social and academic experience
Families who may have financial considerations.
These schedules can be accommodated on a limited basis, however are not eligible for accreditation pathways or discounts. Each enrollment cycle, we prioritize full-time enrollment and if there is space, we will then happily work with part-time arrangements that fit both the family and school’s schedules.
2026 Curriculum & Enrollment Fee for Part-Time Enrollment
*No additional enrollment fee, all fees inclusive
*30% of total semester tuition due in advance to secure the schedule. (Non-refundable)
*Remaining 70% due after first month attendance.
Monday-Thursday only $950
Monday, Wednesday & Friday $750
Tuesday & Thursday $525
Enrollment Option 3 - Weekly Enrollment
(Minimum 1 full week, Ideally Full Quarter)
Enrollment Opens: December 1, 2025
This offering is designed for:
Fully-aligned, non-resident families who are visiting Costa Rica and ideally are willing to commit to a full quarter (7-12 weeks of learning)
25% of the total investment will be due upon enrollment to secure the student’s place and is non-refundable.
These enrollments are only offered pending space and family alignment.
2026 Curriculum & Enrollment Fee for Weekly Enrollment
*No additional enrollment fee, all fees inclusive
*30% of total tuition due in advance to secure the schedule. Non-refundable.
*Remaining 70% due after first week attendance.
Full Time $325/week
Monday-Thursday only $275/week
Monday, Wednesday & Friday $200/week
Tuesday & Thursday $150/week
Enrollment Option 4 - Drop-In Enrollment
(Daily Rate)
This offering is designed for:
Families who wish to trial LPE to see if they are the right fit for the school. (Trial day is refunded if enrollment is secured)
All fees are included in the daily rates.
No additional enrollment fees are necessary, however, 100% of the total investment will be due immediately upon enrollment to secure the student’s place and is non-refundable.
2026 Curriculum & Enrollment Fee for Daily, Drop-IN Enrollment
*No additional enrollment fee, all fees inclusive
*100% of total tuition due in advance to secure the schedule. Non-refundable.
Full Day $75/day
Enrollment Option 5 - Camp Enrollment
Enrollment Opens: December 1, 2025
This offering is designed for both resident and traveling or Worldschooling families who wish to engage in rich, hands-on learning during our off season. These camps include snack, lunch, weekly field trips, and immersive wildlife ecology and social-emotional education led by both LPE educators, community specialists, and local conservation collaborators.
All fees are included in the weekly rates, no additional enrollment fees are necessary. However, 25% of the total investment will be due immediately upon enrollment to secure the student’s place and is non-refundable.
January Camp: Details TBA
all rates are weekly
Camp Theme
Ages 4-10
Ages 10-13
Ages 14+
Internships
Week 1: (Date)
Week 2: (Date)
July Camp: Details TBA
all rates are weekly
Camp Theme
Ages 4-10
Ages 10-13
Ages 14+
Internships
Week 1: (Date)
Week 2: (Date)
Week 3: (Date)
Week 4: (Date)
Sibling Discounts
We offer sibling discounts on our annual enrollment fees and our optional West River enrollment fees. We do not offer standard sibling discounts for monthly tuition.
Monthly Tuition Relief
Families may request a financial assistance application during the enrollment process at which time you will receive information about the specific limited discounts available for 2026.
Our financial relief fund is reserved for families who truly need financial support versus families who “wish” for a discount. Relief will be offered based on priority needs and will consider factors such as: siblings, length of time with LPE, Costa Rican citizenship & residency, willingness to contribute to LPE, local vs international income, and combined family income.
Commitments and Payment Policies
>> It is important to take note of the following information to ensure proper processes are accurately completed to secure enrollment.
1 - All Payments
Receipt of the enrollment fee payment and a signed contract will secure your child’s spot
Monthly tuition must be fully received on or before the LAST calendar day of each month
Monthly tuition is paid via cash (USD or colones) or local Costa Rica bank transfer only unless private arrangements are made between the family and LPE administration.
For information regarding all LPE-approved payment methods, please refer to our 2026 Payment Methods | Life Project Education (LPE) document.
Our Refund Policy and Late Fees
>> Enrollment fees and tuition are non-refundable. It is important to note that by committing to holding a space for your family, we are effectively denying enrollment to other families.
Please note, starting your child(ren)’s first day at LPE:
All tuition and enrollment fees are non-refundable regardless of attendance, e.g. weather, sickness, emergency closure, etc.
For delayed investments, (after the 1st of the month) a 5% late fee will automatically be added. After 5 days of late payment, we reserve the right to pause student attendance
LPE enrollment fees and monthly investments are standard and not subject to discounts or negotiation. If you require tuition relief, please apply for financial relief via our Scholarship Fund
Where electronic facturas (receipts for Costa Rican business owners) are required, these should be requested in writing before Day 1 of enrollment.
Withdrawal Policy and Failure to Honor Contractual Obligations
Families on annual contracts are contractually obligated to fulfill 10 months of enrollment and tuition contribution. Families who choose to withdraw for any reason are required to give at least a 60-day “fair” notice request to be released from an enrollment contract. This fair notice and obligatory tuition payment allows us time to plan for a new enrollment in order to reconcile unexpected losses, both financially and within the community.
Families who do not give 60-day notice are contractually obligated to pay 2 full months of tuition regardless of attendance. Negligence may result in legal action including the automatic filing of a “Denuncia” by our legal representative, which may impact immigration, and more importantly, our operations and community relations. We understand family emergencies occasionally happen, and we therefore will fairly offer families a 60-day grace period, rather than holding families legally accountable for the entire 10-months of tuition per contract.
If your family is feeling unfulfilled by your experience, we strongly encourage you to offer us transparency and honesty immediately so that we may work together to reconcile any misalignment.
2026 Policies & Procedures
>> Below is a summary of key points that all families should consider before enrollment to ensure full alignment with the LPE community.
Media Policy
Our website and other forms of social media are used to delicately and consensually share our experiences through photographs, videos, and audio recordings of children at play and work at our center. If there are any concerns about your child being represented in our media platforms, please inform us so we may honor your privacy and confidentiality requests.
We request that parents or campus visitors DO NOT POST any Life Project Education content that contains images of our community members, students, and/or staff on the Internet without proper consent from our office. We ask that you always maintain our community’s privacy and keep in mind everyone’s online safety. Our families only consent to LPE’s use of media, not any third parties, including other families.
Announcements & Other Communications
While we’re in the process of restructuring our day-to-day communication platform, currently, families should continue to read 1-way announcements in our “2026 LPE News” WhatsApp group as well as your child’s designated Team chat.
Birthday Celebrations
Each child will receive a circle or ceremony at the family’s request and with ONE WEEK notice. Families are invited to share a birthday treat that is aligned with our community nutrition agreements.
Organic Waste & Waste Disposal
Visiting families are encouraged to be mindful of LPE’s sustainability practices. All waste will be duly sorted and disposed of. Both students and educators will sort and reuse recycled materials. While visiting or staying at the LPE community center, families are encouraged to be mindful of generating waste and limiting consumption.
General Property
As a holistic learning center, we ask all learners, visitors, and team members alike to properly care for the LPE environment. In the event of damage or loss to LPE property, regardless of intent, the person responsible is asked to fix or replace the damaged item(s). We reserve the right to charge that individual for the cost of rectifying damage or loss.
Use of Cellular Phones & Other Electronics
The use of cell phones, tablets, games, audio, and other devices is not permitted at any time by children, with the exception of High School for designated projects and in designated spaces. Educators may allow for the use of instructional media in Middle and Upper Years classes under the condition that it supports a learning goal established by the educator and approved by the Director of Education. LPE is not accountable for the loss of students´electronics if brought on-site.
Visitors
Parents are welcome to visit classes with advanced notification. Review of student work and portfolios should take place outside of class time by appointment only. If parents would like to bring guests, please inform our administration in advance and keep the visit to drop-off or dismissal time so as not to disturb classes.
Toys/Personal Items
Unless there is an activity that invites the sharing of an item from home, all personal items including stuffies, toys, action figures, games, electronics, sports equipment, money, etc must remain at home to minimize conflict and distraction. If a young child has a unique need for a comfort item, please communicate with their teacher.
Books and umbrellas ARE permitted.
Pets on Site
At LPE we LOVE animals! In order to protect the animals we have onsite physically and emotionally, we ask that you not bring dogs onto the property at pick up and drop off time. We do honor and respect your beloved pets, but due to the unpredictable nature of animals, precautions must be taken. In addition, there is a new law in effect in Costa Rica that requires all businesses to require policies regarding dogs in businesses.
Home Visits
Home visits are a lovely way to connect with teachers and allow the children to share their space with their caregivers. Home visits allow the teacher to get a picture of each child in his/her own environment with parents, siblings, and pets. The children usually love to share their home with the teacher. It is best if the home visits are done near the beginning of the school year. Please contact the teacher to arrange for a visit. This is a fun time to have tea and look at pictures and hear family stories.
Communications
Respectful communication in our community is a priority for us. LPE welcomes feedback and information on any aspect of LPE operations as a part of a philosophy of overall accountability, responsiveness and transparency. This communication must respect teacher and administrator time and personal boundaries and be aligned with our protocols.
Regular office hours are maintained all year for parents/caregivers to schedule appointments with teachers via email.
Weekly community newsletters sent by your child’s lead teachers via email with administrative updates.
Required annual orientation meetings are held in the first week of school. Additional required semesterly enrichment meetings will be communicated no less than 90 days in advance to ensure full parent participation
Parent-teacher conferences scheduled by request and appointment, generally on Friday between 1pm-3pm, as well as designated semesterly conference days.
Formal Progress reports are sent home each semester for all ages and informal reports no less than quarterly.
Engaging with Team Members During and After School Hours
After Hours
It is considered inappropriate to contact a teacher or administrator on their personal telephones after hours unless it’s an emergency. Communication of questions, concerns, or to schedule a meeting, we request parents use our email protocol.
During School
Please be mindful of the time you take in conversation with teachers in the morning at drop off and at pick up in the afternoon as the teachers’ main focus is on the children at those times.
1) Quick updates on the child’s overall wellbeing are important and welcome, but any communication about logistics (early pickups, alternative rides at the end of the day, upcoming birthdays, etc) should be communicated to our on-site administrator and/or the appropriate text messaging channel.
2) If you have a concern with another parent or about dynamics experienced between your child and another’s child outside of school, we invite you to communicate directly to the person(s) with whom you have a concern as this alleviates teacher or administrative involvement. If it does not get resolved, please schedule an appointment following our email protocol so that an administrator can facilitate conflict-resolution.
Communication Policy with Grievance Procedure
To ensure your inquiries and concerns are heard and addressed, we have put together a document that outlines our 2026 Communication Policy (with grievance procedures). To review this document, please click here.
Communication Channels: UPDATES & UPGRADES TBA
Life Project Education uses multiple themed communication channels in WhatsApp, though we are investigating other platforms. Please use the following channels for their respective purposes:
Channel
For Whom
For What Purpose
LPE 2026 News
All families
One-way administrative announcements and updates
Attendance & Transportation
All families
Two-way notification of student absence, lateness, or pick-up info
Early Years Families
NEST: PreK
GARDEN: Kinder, Grade 1
FOREST: Grade 2-3
One-way communication regarding team-specific
academic updates, events, or social-emotional themes
Middle Years Families
OCEAN: Grade 4-5
Upper Years &
High School Families
SKY: Grade 6-8
COSMOS: Grade 9-10
Learning Group Placement
At Life Project Education, we honor each child as a whole, unique being. Instead of using traditional grade levels, children are placed into learning groups that reflect their social, emotional, and intellectual readiness. This approach allows us to nurture the whole child and ensure they are both supported and challenged in ways that feel balanced and empowering.
When considering group placement, our teaching team looks at the following:
Social–Emotional Readiness – How your child engages with peers, manages transitions, and expresses themselves.
Age – A helpful guidepost, though not the defining factor.
Academic Thresholds – Areas of strength and growth across literacy, numeracy, and creative inquiry.
Whole Child Alignment – The balance of emotional, physical, intellectual, and creative development.
For new students, there is typically an observation and adaptation period during the first quarter or semester. This allows your child to settle into the community while giving teachers time to understand their rhythms, interests, and needs.
Because children grow in diverse and sometimes unexpected ways, it is not uncommon for group shifts to occur midyear. These adjustments are made with care, always prioritizing your child’s well-being and ensuring they are surrounded by peers and mentors who best support their learning journey.
This flexible placement model ensures that your child’s education is personalized, dynamic, and responsive, honoring who they are today and who they are becoming.
Code of Conduct, Discipline, & Conflict Resolution
Please Refer to our Community Support & Discipline Agreement 2026StudentAccountability
Our Philosophy
At LPE, we regard every human being not only as a citizen of the world but also as a soul and spirit-being living in accordance to inner laws that manifest in the physical world. As educators, our task is to form an orderly school life out of which children can cooperatively unfold their individual gifts, free themselves from encumbrances and grow outwardly independent and inwardly strong.
With this as our common view, we recognize that a positive, wholesome learning environment requires the well-intentioned collaboration between Faculty/Staff, Parents and Students.
What Is Expected Of Teachers/School
● Communicate in a professional and respectful manner with all adults and students.
● Follow all communication protocols compassionately.
● Provide a safe, caring, orderly, secure emotional and physical learning environment.
● Provide opportunities that enable students to view their behavior in a positive light.
● Have clear, written expectations/guidelines for teachers, students, parents, and staff.
● Communicate expectations and consequences to students clearly and respectfully.
● Manage discipline, as a faculty, in a consistent manner and ensure equitable
treatment as agreed upon in policy and procedure guidelines.
● Provide adequate opportunities for parents to address school matters and concerns.
● Address collegial concerns directly and honestly with one another.
● Be ambassadors of the school.
What Is Expected of Parents/Guardians
★ Provide a home environment that works collaboratively with LPE pedagogy
★ Support the child’s need for a predictable daily rhythm that honors the need for restorative sleep and healthy nutrition.
★ Model respect for self, others and public/personal property.
★ Ensure regular and punctual attendance at school.
★ Uphold all agreements and policies as outlined in this handbook, particularly our LPE Media Policy,Wellness Policy, and Communication Policy.
★ Support your child(ren) to come fully prepared for class, ensuring that all homework
and assignments are completed in a timely fashion.
★ Inform the teacher of any significant changes in home life or physical health that
might affect the student’s behavior at school, including use of/change in medications.
★ Attend parent/teacher conferences and class meetings.
★ Return messages/phone-calls from the school as soon as possible.
★ Seek to address concerns directly and honestly with teachers and administration.
★ Be ambassadors of the school.
Of primary importance in our holding of children at LPE is to hold EVERY child in the light of compassion and understanding. It is understood that many behavioral issues that arise in children are actually reflections of the work we need to do as parents and teachers.
Raising healthy children is truly a collaborative effort requiring everyone in the community to do their part. Therefore, if we understand that a certain child is being singled out, or if there is a rising dynamic between several children, we will call a meeting with all parents involved to hear one another, support our inner work, and brainstorm solutions for the health and highest of all involved.
Food, Nutrition, General Wellness
Life Project Education takes great pride in our holistic approach to education. Health is a critical link to early childhood development. Therefore, we appreciate the opportunity to expose our students to nutrient-dense, clean diets while on-site.
Hydration
Fresh water from our multiple filter systems (Berkey filter, clay filter) will be offered throughout the day. Our community partner, Yacumama community, provides our school with local, filtered spring water which we double filter at the school. Students must bring a personal, LABELED water bottle to school daily. Please note, that sodas, sports drinks, caffeinated drinks, and artificially sweetened drinks should not be brought to school please.
Snack Time
Children should arrive at our community center after eating a hearty, nourishing breakfast. Around 9:15 am, a simple fresh, seasonal fruit OR vegetable-based snack is offered Monday-Friday. If your child’s specific rhythm requires an afternoon snack they may bring their own, provided it’s in alignment with our food policy.
Lunch Time
Our 2026 rotating lunch menu is served at 11:15-11:45 am for the Early Years group, 11:30-11:45 for Middle Years, and 11:45-12:00 for the Upper Years and High School groups, Monday-Friday. Efforts are made to offer a variety of healthy, balanced meals throughout the week.
During the learning hours, children are offered Earth-Based, nutrient dense snacks and lunch. We do not use seed oils, products with artificial dyes, and have a long-term partnership with a cooperative of local organic farmers. Most weeks we consistently offer:
organic white rice
salad bar
cooked lentils, black beans, garbanzo beans
gluten-free pasta option
homemade sauces
Fresh baked bread
Fresh fruit
Sauteed or baked vegetables
Corn tortillas
Eggs from the famous Life Project hens
Please note, in general one generous plate of food will be served to each child and servings will be of a size that is considered adequate to energize, nourish and keep the child alert while learning. We operate as a cafe, not an “all you can eat buffet,” though we do serve seconds to children as needed. If your child requires more food than what is offered for snack and lunch, or they do not enjoy our offerings, they are welcome to bring their own supplemental lunch items and snacks.
Snacks from Home
Students are welcome to bring their own snacks or lunch items to LPE to supplement their Monday-Friday food offerings; however, processed foods, candy and gum must be reserved for family time.
While children are with us, we wish for the whole community to align on the types of foods that all children are exposed to. While we have no judgments about “treats” such as processed packed cookies, candy, soda, etc, these must be reserved for home.
Examples of food children may NOT bring on campus:
-Gum (mints and toothbrushes are welcome ok)
-Candy
-Processed packaged cookies
-Processed packaged chips
-Processed, artificial beverages such as soda, sports drinks, juice boxes, etc Water only please!
Examples of easy, recommended snack/supplemental foods:
-Sandwiches
-Tortilla wraps
-Organic packaged snacks
-Veggie sticks
-Whole fruit or fruit slices (whole banana, apple, orange slices, whole berries)
-Protein balls/bars
-Pasta salads
Food Sharing
Students who bring their own food may not share unless it’s a snack for the whole group to share. Some of our children have special dietary requirements, so if you do plan to share foods, contact us in advance so we can inform you what the dietary needs are for that day.
Food Allergies
Life Project Education builds our menu around our children’s preferences and medical needs. All confirmed or suspected allergies shall be communicated in the enrollment form.
General Wellness
If a child becomes physically or energetically unbalanced during class time, a teacher or administrator will contact a parent. If they are unable to communicate with the parents, they will call the emergency number on hand.
If there’s an accident or medical emergency, the parent(s) will be called immediately to determine their preference for how to handle the situation. Children can be taken to the hospital in Cortes, the hospital in San Isidro, or Clinica Labrador in San Isidro, depending on the parent's preference. For minor injuries, they can also be taken to the EBAIS clinic in Uvita or the private doctor in Ojochal or Uvita.
LPE team members will not transport ill or injured children unless there is an emergency situation that requires immediate attention. In a life-threatening situation, LPE reserves the right to act as deemed necessary by our program administrator.
For more information, refer to our 2026 Community Wellness Agreement
Mindful Media & Technology Use
Read Thoroughly to Ensure Alignment 2026 Mindful Media & Tech Agreement
Life Project Education observes a protective and conservative approach to media exposure and relies on alignment and consistency within our school and home environments. Children who have more liberal and/or unsupervised access and exposure to media are vulnerable to experiencing and thereby discussing potentially mature or inappropriate content among peers. As LPE is committed to preserving the light and comfort of all children, we request all families unite in our approach to supervision, moderation of content, and boundaries with regards to personal devices and media exposure. Children who bring mature and/or inappropriate language, themes, or content from media or elsewhere into the learning environment may require family meetings to evaluate whether our community and agreements are aligned with your family.
While on Site:
Wifi Enabled Devices
LPE does not allow children to bring any active wifi-enabled devices to school for any reason. Parents of children who require a device for security purposes must inform the program director, and devices must remain disabled and stored in the administrative reception area during school hours.
2026 Required School Materials
Required Materials per Age Group
ALL Ages:
1 personal water bottle daily
White outfit for special occasions & Solstice Ceremony
Outdoor/Athletic shoes that child can independently put on and take off with ease
School flip-flops or outdoor slippers (it is recommended children wear athletic shoes to and from school daily, and change into indoor/slip-on shoes for classroom travel (we do not allow outdoor shoes in any classrooms)
Early Years (Nest, Garden, Forest)
Middle & Upper Years (Ocean & Sky)
High School (Cosmos)
The following materials should be brought to school daily in a sturdy pouch or pencil box LABELED with student’s name. Please purchase enough of the materials below to ensure pencil pouches stay replenished throughout the year. All other materials will be provided by the school.
Early Years Nest & Garden:
1 set of extra clothes including socks and undergarment to stay at school
Small Backpack or bookbag (must fit in a 18 inch tall, 14 inch wide cubby/locker)
Early Years Forest:
1 set of quality colored pencils
2 writing pencils DAILY
A ruler
A quality full-sized eraser
A quality sharpener with shaving compartment
Middle, Upper, and High School:
1 set of quality colored pencils
2 writing pencils DAILY
A quality full-sized eraser
A quality sharpener with shaving compartment
Personal scissors
Personal glue stick
A ruler
A yellow highlighter
High School 2026: : Personal Chromebook
Minimum of 5 personal independent reading books in both English and Spanish of child’s choice & independent level
Attire and Self-Expression Agreement
Daily Clothing
Please send your child(ren) in casual clothing in which they can move, sit comfortably, and get dirty! We often participate in movement activities, so unrestricted comfort is key! We highly recommend loose-fitting, breathable clothing, yoga, or athletic gear. Students wearing skirts or dresses are required to wear shorts underneath.
Just like the teachers within the community, children are asked to arrive in clothing that is modest, age appropriate, and does not expose intimate spaces including the abdomen/belly or buttocks region. We also do not prefer that children arrive in clothing that explicitly endorses brand names or commercial characters.
Dressing for the Weather
As we spend much time outside everyday (rain or shine), it is important that your child be appropriately dressed for the weather. With the changeable Costa Rica climate, especially in the rainy season, please ensure that your child arrives with proper protective clothing (sun hat, footwear, rain coat, etc)
Not Permitted:
Clothing with dark or frightening imagery or messages.
Any clothing that could be considered confusing or scary to a child
Clothing with messages or imagery that could be considered offensive, humiliating, or mocking of others.
Clothing with social or political messaging or overy sarcasm
Clothing that promotes musicians, media, content, or any celebrity figures
Shirts that reveal the belly button, abdomen or cleavage or shorts/skirts that reveal excessive upper thigh/buttocks
Hats and sunglasses are not permitted at dining tables, community circles, or student meetings.
Excessive or distracting jewelry or costume accessories.
Students who arrive in clothing that is not aligned with our policy will have an option to wear “loaner” clothing on site.
Footwear
Students must wear closed-toe, sturdy shoes for playing on the field, Physical Education classes, or while visiting the farm and are asked to remove their outdoor shoes before entering classroom spaces.
Therefore, it is recommended that they wear shoes that are easy to take on and off independently. Children who do not have outdoor shoes may not be permitted to explore green spaces. Sandals are not permitted for physical education classes.
Extra Clothes
Please send your Early Years child(ren) with a set of extra clothes (shirt, shorts, socks, undergarments) in a large labeled Ziploc bag to remain with their Lead Mentor. Swimsuits and a towel are required for swim and water play days. Children who do not have proper swim attire will not be permitted to swim in clothing, or in their birthday suits!
Drop-Off & Pick-Up Information
Please honor our routines. As our community grows and traffic increases, we must maintain consistent structure in our parking lot for safety purposes. Additionally, we must honor our neighbors by being mindful of traffic on Calle Principal and Papagayo. Please note the following procedures:
Parents may not park or stop on Calle Papagayo for any reason.
Parents must follow our designated flow of traffic in our parking lot which will be modeled the first week of school. We operate with a “drop and go” rhythm to maintain flow of traffic.
Parking in our main lot or in front of the octagons on Calle Principal is only reserved for parents who are entering campus for meetings, volunteering, and for the BUS etc. Otherwise Calle Principal is NOT to be used for quick drop off.
Parents may not use the parking lot as a space to socialize.
Parents may not allow children to run or play in the parking lot during drop-off or pick off. Children must immediately enter the vehicle for swift and safe departure.
ARRIVAL
In preserving the integrity of the energy of our program, we ask that morning transition be unrushed and calm. Please honor all arrival times communicated below. If you need to speak with teachers about an important matter that requires more than a moment or two, please contact your child’s teacher via email or send our Administrative Director a quick message. Of course there are always exceptions such as needing to communicate about medication or a difficult start to the morning.
Younger siblings may arrive at the same time as older siblings.
Mondays: Please note that this year we will not be opening the week with a morning circle, but rather we will be closing the week on Fridays.
DEPARTURE
Please honor your child’s pick-up time (below). Children with siblings in Middle or Upper Years will be dismissed with their older siblings. Any other Early Years child being picked up after 2:30 will be charged a late fee.
Safe and swift departure is expected and appreciated.
Time of Day
Location
Drop-Off / Arrival
Upper Year/High School: 7:55
Middle Years: 7:55
Early Years: 8:15
Main lot
Pick-Up / Departure
Upper Years/High School: 2:45
Middle Years: 2:45
Early Years (Nest/Garden/Forest): 2:30
*Fridays all children depart at 1pm
Main lot
Notification Process for Non-Parent Pick-Up
If a person outside of the LPE community is picking up the child(ren) on behalf of the parent(s), LPE must be informed in writing via text message or email.
Life Project team members will close and lock the gates at 2:50 p.m. to promptly begin our important teacher planning sessions. Parents must please exit the parking lot promptly.
Lateness & Absence
Student absence and lateness may be communicated in our “Attendance & Transportation” channel. All late Early Years children MUST be walked into the reception area and signed in.
We require prompt pick-up in the afternoon. We understand lateness happens and we will ensure no child is ever left unsupervised. In such cases, a late fee of USD $10 per 15 minutes (or any part of) will be applied automatically to the following month’s tuition invoice.
*Please understand that our Mentors have defined responsibilities and late pick-up requires an educator to step away from these responsibilities to supervise. Therefore, late pick-up should be reserved for emergencies only and late fees may not be disputed.
SEASONS AND FESTIVALS
We bring the cycle of the year to all children at LPE by working with the Costa Rican seasons and festivals with an anthroposophic approach .
Mother’s and Father’s Day Each year, our community comes together to offer gratitude in our observance of Mother’s and Father’s day. We bring a ceremonial and celebratory appreciation to our
FESTIVAL OF LIGHT & INDEPENDENCE The lantern parade begins the two-day independence celebrations in Costa Rica. It takes place in communities all around the country and culminates with the National Anthem being sung at 6:00pm. We love preparing for Independence Day by making lanterns, learning the national anthem and learning all about Costa Rican culture and history.
MICHAELMAS comes at the end of September, just after the autumn equinox when the days and nights are of equal length. Since the ninth century, September 29 has been celebrated as Saint Michael’s Day. According to Brigitte Barz’s book, Festivals with Children , “one of Michael’s special tasks is to infuse humanity with the power to recognize the reality of the spiritual, so that gradually man will come to experience the spirit and allow it to become an effective working force in human deeds.” Waldorf Schools around the world celebrate Michaelmas and work to revive the festival. There are many depictions of Michael in art. Many pictures show Michael fighting the dragon. Also portrayed in art is Michael’s knight, Saint George, conquering the dragon. According to legends, Michael sends his meteoric iron through shooting stars to earth. In the Kindergarten we will sing songs of Saint Micha’el make “Dragon Bread” and throw “Meteor Balls” as part of this festival.
HALLOWEEN Halloween is not traditionally Costa Rican, but it has definitely found its way here! We honor Halloween at LPE by telling stories of pumpkins and hobgoblins, making pumpkin bread, and as close to Halloween as possible, having Pancake Pajama Day!
THANKSGIVING is a November Harvest holiday that has recently been adopted by Costa Rica. It falls at the same time as it is traditionally observed in the United States (the last week of November). We will celebrate through songs and stories during this time, focusing on celebrating all indigenous people and on gratitude in general for the abundance our Earth provides us,
MARTINMAS is a Lantern Ceremony celebrated in November. According to old customs, when the days grew short, and the stars appeared in the skies, the children would walk through the streets singing. In this time of the year, as the world gets darker, our inner light wants to shine forth. St. Martin of Tours, who was born in 316 and died on November 11, 397, is known for giving away his cloak to a beggar when it was all he possessed. We will celebrate this festival by making lanterns in the Kindergarten and going on an evening walk.
ADVENT is traditionally the four weeks prior to Christmas, at LPE we celebrate the weeks leading to Solstice and the return of the Sun. It is a time of reflection and anticipation. The word “Advent,” in fact, comes from the Latin word “Adventus” meaning “anticipation of what is to come.” For the children, it is a time of waiting and anticipation.
You will notice our nature table changes throughout the Advent season. It is a time to honor all the kingdoms of nature. The first week of Advent we start our “Advent Garden” with only rocks, sea shells, bones and crystals from the Mineral Kingdom. During the second week we add green plants and treasures from the Plant Kingdom. The third week represents the Animal Kingdom, and animals made from felt, wood or beeswax will join the others. The fourth week symbolizes humankind. Since we are not in school during this time, we will light the fourth candle at our Solstice ceremony.
SAINT NICHOLAS DAY is December 6th, and Saint Nicholas may make a surprise visit around this time. The children will be busy cleaning their slippers and putting them out in front of their cubbies in hopes he may come and leave a treat!
SAINT LUCIA DAY is December 13th. This Scandinavian festival of light brightens the last days of rain in Costa Rica and celebrates the life of Saint Lucia, an Italian saint known for her kindness and love. At LPE, one of the older girls becomes our “Saint Lucia,” (whose name comes from the Latin word “lux” meaning light), she wears a crown of candles on her head and brings sweet buns flavored with cardamom and saffron on this day.
SOLSTICE SPIRAL CEREMONY/FESTIVAL de la LUZ at LPE is our way to celebrate the end of the rainy season and herald in the dry season (Summer) in Costa Rica! Children and their families come to school in the evening when the sun is setting to find our Shala illuminated with candlelight. Accompanied by beautiful music, each child will carry an apple candle down a spiral path of greens and flowers. When they reach the center of the spiral, they light their candle and begin the journey back out, placing their candle along the path and soon the room is brightened. This is a very special festival, celebrating the end of our school year. Due to the quiet, reverent mood of this festival we ask that siblings under the age of 3 remain at home or be very mindfully tended throughout the ceremony .
Frequently Asked Questions (FAQ)
1. What is LPE’s holistic approach to education?
Life Project Education is a unique and distinctive approach to educating children that takes into consideration the child’s physical, emotional and spiritual well-being in addition to their academic and intellectual unfolding. By blending a variety of exceptional educational philosophies, we meet children where they are in their development and guide them in realizing their individual strengths and potential. The curriculum is as broad as time will allow, balancing academic subjects with artistic activities and project-based learning.
LPE mentors are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive testing and grading.
Some distinctive features of LPE include the following:
Academics are de-emphasized in the early years of schooling. The students have two primary teachers who stay with the class for a number of consecutive years. Specialty teachers engage with the Garden and Forest groups bringing such workshops as Movement, Mindfulness and Music.
There is no academic content in the Nest pre-kindergarten experience (although there is a good deal of cultivation of pre-academic skills).
Academics are brought gently in the Garden Kindergarten with social-emotional, play-based learning taking priority. Literacy readiness begins in our Garden kindergarten with formal reading instruction beginning in the Forest program. Most children are reading independently by the middle or end of their second year in Forest.
During the middle years (ages 9-11) the students have two class (or "main lesson") teachers and specialty teachers for Literacy, Permaculture and continued Music, Mindfulness and Movement.
Certain activities which are often considered "extra" at mainstream schools are central at LPE: art, music, gardening, woodworking, and foreign languages, to name a few. In the younger grades, all subjects are introduced through artistic mediums, and the children respond better to this medium than to dry lecturing and rote learning.
There are no "textbooks" in the Early Years at LPE. Children may create "main lesson books", which are their own workbooks which they fill in during the course of the year. They essentially produce their own "textbooks" which record their experiences and what they've learned. Teachers may use sections of textbooks for supplement skills development, especially in math and literacy.
The use of electronic media, particularly television, especially by young children, is strongly discouraged at Life Project Education.
2. What is the curriculum at LPE like?
LPE’s curriculum is designed to be responsive to the various phases of a child's development. The relationship between student and teacher is, likewise, recognized to be both crucial and changing throughout the course of childhood and early adolescence.
The main subjects, such as social studies, language arts, Spanish, science and mathematics are integrated across all grades in a thematic and integrated manner.
The total curriculum can be likened to an ascending spiral: subjects are revisited several times, but each new exposure affords greater depth and new insights into the subject at hand.
We invite our families to view our Academic Overview which outlines our curriculum from Pre Kindergarten through High School.
3. What is the philosophy behind Life Project Education?
LPE’s curriculum is responsive to the developmental phases of childhood and adolescence and is committed to nurturing children's imaginations, gifts, and passions. We believe education should cater to the individual needs of children rather than the demands of government or economic forces. LPE encourages creativity and free-thinking, collaboration and self-direction. We strive to support children in gaining self-confidence, social understanding, a strong academic foundation and a deep love of learning so that they may identify their own unique path in life and go forth with strength, passion and joy.
4. Why should I send my child to Life Project Education?
Life Project Education honors and is committed to protecting the wonder of childhood, especially in the early years. Every effort is expended to make LPE a safe, secure, nurturing, healing environment for children, and to protect their childhood from harmful influences from the broader society.
Secondly, LPE has a consistent philosophy of child development underlying the curriculum. All subjects are introduced in age appropriate fashion.
Finally, Life Project Education’s curriculum is designed to produce students who are not only academically advantaged with respect to their public school counterparts; but students who are self confident and socially-emotionally prepared to go out into the world and make a difference - no matter what their “life project” may be.
5. How is reading taught at LPE?
LPE honors the importance of building a foundation for future learning through such things as movement and practical “work” while providing a base through oral storytelling in the early years. Through this, children develop their imaginations and acquire a solid base of vocabulary. In fact, the oral approach is used all through LPE’s education: mastery of oral communication is seen as being integral to all learning.
Reading instruction, as such, is deferred. Instead, writing is taught first. In the Garden, the children explore how our alphabet came about, discovering, as the ancients did, how each letter's form evolved out of a pictograph. Writing thus evolves out of the children's art, and their ability to read likewise evolves as a natural and, indeed, comparatively effortless stage of their mastery of language.
6. Why is so much emphasis put on festivals, community gatherings, and ceremonies?
Seasonal festivals serve to connect humanity with the rhythms of nature and of the cosmos. The festivals originated in ancient cultures, yet have been adapted over time. To join the seasonal moods of the year, in a festive way, benefits the inner life of the soul. Celebrating is an art. There is joy in the anticipation, the preparation, the celebration itself, and the memories.
7. Why does LPE discourage media/screen time/television?
The reasons for this have as much to do with the physical effects of the medium on the developing child as with the (to say the least) questionable content of much of the programming. Electronic media has been proven to seriously hamper the development of the child's brain, impairing a healthy imagination in the young child - a faculty which is believed to be central to the healthy development of the individual. Computer use by young children is also discouraged.
Several books have been written in recent years expressing concern with the effect of television on young children. See, for instance, Endangered Minds by Jane Healy, Four Arguments for the Elimination of Television by Jerry Mander, or The Plug-In Drug by Marie Winn.
8. What kind of education do LPE teachers have?
As a rule, our Lead Teachers must have at least a university degree and additional teaching certifications. Some of our teachers have earned their Masters degrees and PhD’s. Our teachers are constantly striving to enhance their skills and education. Through mentoring and continuing education opportunities supported by Life Project Education, teachers are encouraged to learn and develop both intellectually and personally.
Personal development is indeed a prerequisite for teachers working with Life Project Education. We believe Rudolf Steiner’s philosophy that, “You will not be good teachers if you focus only on what you do and not upon who you are.”
9. How are personality conflicts between students and mentors handled?
Given the sort of person who is motivated to become a Mentor at Life Project, incompatibility with a child is infrequent: understanding the child's needs and temperament is central to the teacher's role and training. If problems of this sort should occur, the faculty as a whole would work with the teacher and the family to determine and undertake whatever corrective action would be in the best interests of the child and class.
10. Is Life Project Education religious?
In the sense of subscribing to the beliefs of a particular religious denomination or sect, NO. Life Project Education, however, does tend to be spiritually oriented and is based out of a generally spiritual perspective. The historic festivals of the Christian calendar (Michaelmas, Martinmas, Advent) and festivals of other major religions as well, are observed and studied in the classrooms and in school assemblies.
Classes in religious doctrine are not part of the LPE curriculum. Children of all religious backgrounds and cultures attend LPE. Spiritual guidance is aimed at awakening the child's natural reverence for the wonder and beauty of life.
Note: We do teach about the Earth and the cosmos from a “round Earth” perspective.
11. Is LPE supportive of children with academic and/or social-emotional exceptionalities?
LPE is always willing to do our best to accommodate all children. If you have a child with confirmed or suspected special needs, neurodivergence, exceptionalities or trauma, we would love to speak with you about how we may support them in integrating into our community. It is important for us to know about your child’s potential unique support needs prior to being admitted so that we can ensure we indeed are an optimal and resourced space for your child.
12. Is LPE a school?
LPE is a legally-compliant Socieda Juridica in Costa Rica, classified specifically as a “Centro Recreativo”. After tireless research in the beginning stages of operation, our founder became clear that registering as a “school” under the government-run ministerio de educacion would not be aligned with our educational vision for many reasons. Therefore, in order to maintain the integrity of our approach, we operate in Costa Rica as a Community Center, with full academic sovereignty, while currently offering legal school accreditation via West River Academy. We are in the process of obtaining our own USA accreditation through WASC and Middle States, which will allow us to operate as an “accredited international school” rather than operate under an “umbrella”.
13. Why is LPE more expensive than other local private schools?
We recognize that our enrollment and tuition fees are higher than other private schools in our area, however, other local models do not offer a comparable experience.
Our business model operates energetically as a “non-profit”, re-investing all tuition income into our expanding community. More than ¾ of our annual income is distributed generously to the extensive team of 25 team members who sustain the intimate, highly supportive holistic learning model for our 70 children. In addition, our model commands consistent care of our unique facility, investment in the highest-quality curriculum & instructional materials, sustaining our organic nutrition initiative, ongoing expansion of our physical infrastructure and administrative systems, and so much more. In the spirit of full transparency, we offer all enrolled families access to our income and expense reports openly. We are not willing to compromise the quality of our facilities, educators, and vision. We rely on the contributions of our families to sustain this.