Polygenic prediction of school performance in children with and without psychiatric disorders
Rajagopal, V. M.; Trabjerg, B. B.; Grove, J.; Horsdal, H. T.; Petersen, L. V.; Bulik, C.; Bybjerg-Grauholm, J.; Baekvad-Hansen, M.; Hougaard, D. M.; Mors, O.; Nordentoft, M.; Werge, T.; Mortensen, P. B.; Agerbo, E.; Borglum, A. D.; Demontis, D.
Show abstract
Suboptimal school performance is often seen in children with psychiatric disorders and is influenced by both genetics and the environment. Educational attainment polygenic score (EA-PGS) has been shown to significantly predict school performance in the general population. Here we analyze the association of EA-PGS with school performance in 18,495 children with and 12,487, without one or more of six psychiatric disorders and show that variance explained in the school performance by the EA-PGS is substantially lower in children with attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Accounting for parents socioeconomic status obliterated the variance difference between ADHD-but not ASD-and controls. Given that a large proportion of the prediction performance of EA-PGS originate from family environment, our findings hint that family environmental influences on school performance might differ between ADHD and controls; studying the same further will open new avenues to improve the school performance of children with ADHD.
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