ArticleNPJ science of learning2022
A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement.
Article in NPJ science of learning, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
18 citing papers in PubMed.
- Student-teacher relationships as a mediator of children's education-linked genetics: results from the Norwegian Mother, Father and Child Cohort Study.Journal of child psychology and psychiatry, and allied disciplines · 2026Article
- Children's psychological traits and educational performance: How schools and residential areas moderate how individual traits translate into academic outcomes.JCPP advances · 2026Article
- Estimating returns to education using the genetic lottery.Proceedings of the National Academy of Sciences of the United States of America · 2026Article
- Socioeconomic Differences in Cognitive Ability Across Childhood and Adolescence: An Investigation of Genetic, Individual, and Environmental Factors.Journal of Intelligence · 2026Article
- The Economics and Econometrics of Gene-Environment Interplay.The Review of economic studies · 2026Article
- Genetic associations with educational fields.Nature genetics · 2025Article
- The genetic lottery goes to school: Better schools compensate for the effects of students' genetic differences.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Disentangling multivariate relationships between cognition, language and social traits: structures of G, E, andbioRxiv : the preprint server for biology · 2025Article
- The genetic and environmental composition of socioeconomic status in Norway.Nature communications · 2025Article
- Article
- Exploring the influence of the DRD2 gene on mathematical ability: perspectives of gene association and gene-environment interaction.BMC psychology · 2024Article
- Genetic associations between non-cognitive skills and academic achievement over development.Nature human behaviour · 2024Article
- Interaction of family SES with children's genetic propensity for cognitive and noncognitive skills: No evidence of the Scarr-Rowe hypothesis for educational outcomes.Research in social stratification and mobility · 2024Article
- Parental education and children's depression, anxiety, and ADHD traits, a within-family study in MoBa.NPJ science of learning · 2024Article
- Gene-environment interaction analysis of school quality and educational inequality.NPJ science of learning · 2024Article
- Socioeconomic differences in the long-term effects of teacher absence on student outcomes.European societies · 2024Article
- Genetic contributions of noncognitive skills to academic development.bioRxiv : the preprint server for biology · 2023Article
- Genetic contributions of noncognitive skills to academic development.Research square · 2023Article
Corrections and comments
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Authors and funding
9 authors.
Funding
Abstract
A child's environment is thought to be composed of different levels that interact with their individual genetic propensities. However, studies have not tested this theory comprehensively across multiple environmental levels. Here, we quantify the contributions of child, parent, school, neighbourhood, district, and municipality factors to achievement, and investigate interactions between polygenic indices for educational attainment (EA-PGI) and environmental levels. We link population-wide administrative data on children's standardised test results, schools and residential identifiers to the Norwegian Mother, Father, and Child Cohort Study (MoBa), which includes >23,000 genotyped parent-child trios. We test for gene-environment interactions using multilevel models with interactions between EA-PGI and random effects for school and residential environments (thus remaining agnostic to specific features of environments). We use parent EA-PGI to control for gene-environment correlation. We found an interaction between students' EA-PGI and schools suggesting compensation: higher-performing schools can raise overall achievement without leaving children with lower EA-PGI behind. Differences between schools matter more for students with lower EA-PGI, explaining 4 versus 2% of the variance in achievement for students 2 SD below versus 2 SD above the mean EA-PGI. Neighbourhood, district, and municipality variation contribute little to achievement (<2% of the variance collectively), and do not interact with children's individual EA-PGI. Policy to reduce social inequality in achievement in Norway should focus on tackling unequal support across schools for children with difficulties.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.