The academic performance of students in secondary schools in Uganda is a matter of concern due to various socio-economic factors and educational disparities. The research employs a mixed-methods approach combining quantitative data from standardised test scores with qualitative insights from student and teacher interviews. A difference-in-differences (DID) regression model is used to analyse the impact of intervention programmes over time. A significant decrease in dropout rates was observed among students who participated in after-school computer science enrichment programmes, indicating a positive risk reduction strategy. The quasi-experimental design successfully identified effective measures for mitigating learning risks in secondary schools, particularly in Computer Science education. Schools and educational policymakers should prioritise the implementation of comprehensive intervention strategies to further enhance student outcomes. Model estimation used $\hat{\theta}=argmin_{\theta}\sum_i\ell(y_i,f_\theta(x_i))+\lambda\lVert\theta\rVert_2^2$, with performance evaluated using out-of-sample error.