Nurturing nature: Educogenetics at schools?

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2026-02-01 Epub Date: 2026-01-22 DOI:10.1016/j.lindif.2026.102874

Jalen Blocker , Jacqueline L. Ge , Tanya V. Shah , Elena L. Grigorenko

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引用次数: 0

Abstract

One established source of individual differences in the classroom is genetics. Research has demonstrated that structural variations in the genome are relevant to academic performance in reading/literacy, mathematics, and cognitive processes underlying these skills. Both quantitative- and molecular genetic studies have contributed to this body of research, and they are briefly reviewed in this essay. The main thrust of the discussion, however, centers on the following issues. First, the direct-to-consumer (DTC) distribution of various genetic tests has created a situation in which test results may be brought to a child's school with the expectation that accommodations are warranted. Second, DTC distribution necessitates genetically literate parents and educators who can interpret and apply genetic information to educational contexts. Third, the use of genetic information in education raises specific legal and policy concerns. These issues will be discussed in light of recent developments in personalized medicine. Ultimately, the central argument of this essay is that educogenetics—i.e., the use of genetic information in education—is a goal for the future, not for today.

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培育自然：学校的教育遗传学？

课堂上个体差异的一个确定来源是基因。研究表明，基因组的结构变异与阅读/识字、数学和这些技能背后的认知过程的学术表现有关。定量和分子遗传学研究都对这一研究领域做出了贡献，本文将对它们进行简要回顾。然而，讨论的重点集中在下列问题上。首先，各种基因检测的直接面向消费者（DTC）分发造成了一种情况，即检测结果可能被带到孩子的学校，并期望有必要提供便利。其次，DTC的分布需要有基因知识的父母和教育者，他们可以解释和应用遗传信息到教育环境中。第三，在教育中使用遗传信息引起了具体的法律和政策问题。这些问题将根据个性化医疗的最新发展进行讨论。最终，这篇文章的中心论点是教育遗传学-即。基因信息在教育中的应用是未来的目标，而不是今天的目标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).