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Many children in today’s society suffer from learning impairments. Memory impairments are one of the major challenges among children with learning disabilities and significantly affect their academic performance and cognitive development. The present study investigates how efficiently Brain Gym interventions can enhance working memory in students with learning difficulties (LDs). A quasi-experimental design was used in the study, sampling 45 students in the age group of 8–10 years from English medium schools in Mangalore. Participants were allocated into one control group and two experimental groups. The experimental groups received Brain Gym sessions at various intervals, while the control group was denied any intervention. The Digit Span Test, Word Recall Test, and Picture Recall Test were among the standardised instruments used for analysing the participants. The results showed a considerable improvement in visual and sequential memory after the Brain Gym activities, especially for groups with higher intervention frequency, while minimal enhancement was observed in non-contextual word recall tasks. These results showed in significant improvement in the female gender based on demographic analytical test results after treatment. A higher mean ranking IQ increase for male over female students proves the potential beneficial use of non-invasive intervention, such as Brain Gym methods, for neuroplastic effects on cognition development, and has identified those interventions as acceptable options for developing strategies in assisting students overcome LD. Further scope is recommended as necessary to gauge long-term findings in a controlled format replicated with different target populations and scenarios.
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