This article examines problems and difficulties encountered by Nicaraguan migrant students in the Costa Rican educational system and contrasts their psychosocial and sociocultural well-being with their Costa Rican counterparts. The findings reveal not only the differences in educational outcomes between these cohorts, but also exposes the prevalence of psychosocial risk behaviours related to violence, bullying, death wishes and self-injury endured by Nicaraguan students. Importantly, there appears to be a large gap between the stated objectives and policies of the Costa Rican educational system to recognise and foster intercultural understanding and tolerance, and the actual educational results of Nicaraguan students. The conclusions drawn from these case studies single out the importance of closing the gap between the well-intended national educational policies and actual educational practices at the local level in order to promote equitable and social justice learning in Costa Rica and better the chances for integration of its Nicaraguan minority.