The study of human development revolves around the nature versus nurture debate. Scholars continuously attempt to understand the interplay between genetic and environmental influences in bringing about individual differences in human behaviour. Often, this understanding guides how to produce desirable behaviour like academic success through effective interventions that target either of the two forces. Over the years, academic success has been attributed to both genetic predisposition and a conducive environment. The 2024 research titled “Exploring the genetic prediction of academic underachievement and overachievement” demonstrates how a genetic scoring system can predict early childhood educational achievement.
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Why was the research conducted?
Children performing below expectations in school are referred to as academic underachievers. Typically, previous achievement and intelligence tests are used to predict future achievement. However, both methods fail at early identification of underachieving students, making it difficult to introduce effective interventions that facilitate the students’ potential during the most impressionable period: early childhood.
Recently, behavioural scientists have linked genetics to educational achievement and the associated traits. For instance, “genome-wide polygenic scores” represent specific DNA differences associated with particular traits that remain stable lifelong and can be employed to assess future academic achievement. Polygenic scores effectively identify those people who will respond better to given interventions.
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Who participated in the research?
The current research is associated with the longitudinal analysis, the Twins Early Development Study (TEDS) which includes the data of over 16,000 twins born in the United States between 1994-1996. Around 4,175 people recalled at least three school achievements between the ages of 7 to 16 years and were included in the present research.
How was the research conducted?
The researchers calculated the difference between the participants’ observed school performance at seven years of age and the expected academic performance based on polygenic scores. They then explored the extent to which the participants’ performance levels moved towards the genetically-based expected level at ages 9, 12 and 16 years.
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What are the results and implications?
The researchers found that polygenic scores effectively predicted future academic achievement among both underachieving and overachieving students. It implies that underachieving and overachieving students can be identified early, and personalised, cost-effective interventions can be introduced to maximise their potential by preventing underachievement and encouraging overachievement, respectively.
Surprisingly, the researchers also reported that the participants’ socio-economic status did not influence the relationship between polygenic scores and future academic achievement. However, the results are not free from cultural bias as the participants represent only European ancestry.
The research exemplifies how genetics can be a reliable measure of future academic achievement. It is empirically stated that interventions introduced early in life have greater success rates. Linking genetics with school performance provides a promising means of delivering much-needed educational interventions during early school years.
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