Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and cognitive training programs to reverse the negative effects of poverty. The evidence presented in this paper may be of particular interest for teachers because it provides a larger scope to better understand the implications of socioeconomic status on learning and school achievement. This paper intends to make teachers aware that today more than ever they count on important knowledge and valuable resources like cognitive training intervention programs to help students. These intervention programs correct dysfunctional attention bringing hope to socially disadvantaged students who struggle in school.