ArticleJCPP advances2021
The association between polygenic scores for attention-deficit/hyperactivity disorder and school performance: The role of attention-deficit/hyperactivity disorder symptoms, polygenic scores for educational attainment, and shared familial factors.
Article in JCPP advances, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed, 6 citations in OpenAlex.
- Does the family situation impact academic achievement differently in students with versus without neurodevelopmental disorders?The British journal of educational psychology · 2026Article
- Adult ADHD with comorbid major depression shows a distinguishable polygenic pattern and negative cognitive style.Translational psychiatry · 2026Article
- Associations between genetic predisposition to mental health problems and academic achievement: a developmental perspective using two population-based cohorts.Journal of child psychology and psychiatry, and allied disciplines · 2026Article
- The contribution of attention-deficit/hyperactivity disorder polygenic load to metabolic and cardiovascular health outcomes: a large-scale population and sibling study.Translational psychiatry · 2024Article
- How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study.Journal of child psychology and psychiatry, and allied disciplines · 2022Article
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Corrections and comments
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Authors and funding
8 authors at 7 institutions in 3 countries.
Funding
Abstract
Background: Polygenic scores (PGS) for attention-deficit/hyperactivity disorder (ADHD) negatively predicts educational attainment (EA), but it remains unclear how ADHD symptoms, PGS for EA, and shared familiar factors influence the associations between PGS for ADHD and school performance. Method: We combined survey data on ADHD symptoms, PGS, and register-based, objective measures of compulsory school performance at age 16 for 6049 twins in the Child and Adolescent Twin Study in Sweden. Linear and instrumental variable (IV) regression models were used to estimate the association between PGS for ADHD and grade point average (GPA), overall and by natural science, humanities, and practically oriented (e.g., sports, arts, music) subject categories. The models were adjusted for parent-rated ADHD symptoms, PGS for EA, and shared familial factors (dizygotic twin comparisons) to examine how these factors influenced the associations between PGS for ADHD and school performance. Results: PGS for ADHD were negatively associated with school performance; Conclusion: Associations between PGS for ADHD and school performance are to a small degree influenced by ADHD symptoms, compared to PGS for EA and shared familial factors. These results highlight important considerations for research using PGS for ADHD to control for genetic factors, and for future clinical applications aiming to determine genetic liability towards ADHD.
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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.