Average scholastic performance in lower classes can be a sign of risk for future difficulties in learning. The aim of the study was to assess the effectiveness of the Brain Functions Therapy, a computer-based intervention on the scholastic performance of children in classes 3, 4 and 5, as well as their cognitive functions and social behaviour. The results of the study showed that a computer based intervention programme aimed at improving cognitive functions, has led to significant improvements in cognitive function. The changes observed as a result of intervention were not statistically significant; however, the direction of change has been positive, implying that further work can be taken up in the area. Overall, for children at risk, intervention may be a better alternative than no intervention. Computer-based interventions are cost-effective methods that need to be explored further.