STap2Go is the first purely digital strategy-based method for the training of executive functions, making its evaluation relevant. This study assesses the effectiveness of this intervention in children with (at risk) and without (no-risk) psychosocial risk, which refers to socio-educational vulnerability, and examines whether its impact differs between groups. A total of 124 children (9–12 years old) were randomly assigned to either an experimental or an active control group. Individual assessments and family questionnaires were administered (FDT, WISC-V, RIST, BRIEF-2). Both groups received a 12-week intervention. The experimental group showed significant improvements in executive functions, processing speed, IQ, academic performance, and emotional and behavioral regulation compared to the controls. Notably, IQ, metacognition, and working memory continued improving at follow-up, suggesting lasting effects. While both groups benefited, the effects were more pronounced in at-risk children, particularly in BRIEF-2 (Inhibition, Metacognition, Behavioral Regulation) and academic performance in mathematics and language. Moreover, the psychosocial risk control group showed a trend toward deterioration over time. The far transfer achieved thanks to digital strategy-based training seems to have a greater effect on at-risk children, and can be used to compensate for their difficulties.

STap2Go is the first pure digital strategy-based training of executive functions. This study aims to assess the effectiveness of this intervention in typically developing children and those at psychosocial risk, which refers to socio-educational vulnerability. Additionally, we determine whether the training’s impact differs between these groups. One hundred and twenty-four children aged 9–12 participated in this study. They were divided into typically developing children or those at psychosocial risk and randomly assigned to either the experimental or active control group. Each group received a 12- week intervention. Both experimental groups improved significantly in EF, processing speed, IQ, academic performance, and emotional regulation compared to the control groups. The experimental group of children at psychosocial risk also improved in metacognition and behavioral regulation compared to controls. Overall, no significant differences were found between the experimental groups. Notably, participants in the psychosocial risk control group exhibited a certain deterioration over time.