WHY THE FIRST YEARS OF SCHOOL MATTER SO MUCH

EARLY READING AND FOUNDATIONAL SKILLS CAN SHAPE A CHILD’S EDUCATIONAL FUTURE

Most children in developing countries begin school full of curiosity and hope. Yet for millions, simply attending school does not guarantee an education.

In Guatemala, many children face significant barriers to learning, particularly those living in poverty, rural communities, and Indigenous communities. Language can also create challenges. Guatemala is home to 22 Mayan languages, as well as Xinka and Garífuna, while Spanish remains the principal language of instruction in much of the public school system. For children who begin school speaking primarily a Mayan language, learning to read and study in Spanish can add another obstacle during the critical early years of education.

Although public primary education in Guatemala is free, the indirect costs of attending school can still create difficulties for families living in poverty. Uniforms, school supplies, transportation, and other expenses can place additional pressure on household budgets. For families already struggling to meet basic needs, even relatively modest education-related costs can become barriers to consistent school attendance.

The challenge is not simply whether children attend school, but whether they are actually learning. According to the World Bank’s 2024 Learning Poverty Brief for Guatemala, 79% of children at late primary age are not proficient in reading, after adjusting for children who are out of school. When children do not develop strong reading and foundational skills during the early grades, learning becomes increasingly difficult as they move through school.

Why the Early Grades Matter

The earliest years of school are when children build the reading, language, and basic academic skills they will rely on throughout their education. A child who struggles with these foundations can find each successive grade more difficult. Early support matters because it gives students an opportunity to strengthen those skills before learning gaps become harder to overcome.

A Different Approach

Children Create History focuses on first- and second-grade students who need additional academic support beyond what they receive in public school. In small groups, students receive individualized attention in reading, language, and other foundational skills. Books, encouragement, and a nutritious lunch each school day help create an environment where children can concentrate, participate, and build confidence as learners.

This approach is intentionally simple. The goal is not to replace Guatemala’s public schools, but to provide additional support during a period when relatively small interventions can make an important difference. A child who becomes a stronger reader, gains confidence in the classroom, and develops good learning habits is better prepared for the grades that follow.

The Larger Picture

Education alone cannot solve every challenge associated with poverty. But strong foundational skills can give children more opportunities to continue their education, participate fully in their communities, and eventually support themselves and their families.

That is why Children Create History begins with young students. The work happens one child at a time, through patient instruction, books, encouragement, nutrition, and the belief that children deserve the opportunity to discover what they are capable of becoming.

Source: World Bank and UNESCO Institute for Statistics, Guatemala Learning Poverty Brief, 2024.