Evidence map›Paper›PMID 42206760›Full record

ArticleJournal of child psychology and psychiatry, and allied disciplines2026

Student-teacher relationships as a mediator of children's education-linked genetics: results from the Norwegian Mother, Father and Child Cohort Study.

Chloe Austerberry, Elizabeth C Corfield, Alexandra Havdahl, Dinka Smajlagic, Ragnhild Eek Brandlistuen, Mari Vaage Wang, Laurel Fish, Marialivia Bernardi, Jessica van de Grint-Stoop, Mona Bekkhus and 1 more

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Article in Journal of child psychology and psychiatry, and allied disciplines, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Chloe AusterberryCentre for Child, Adolescent and Family Research, University of Cambridge, Cambridge, UK.ORCID https://orcid.org/0000-0003-3051-6131
Elizabeth C CorfieldPsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway.ORCID https://orcid.org/0000-0002-0119-157X
Alexandra HavdahlPsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway.ORCID https://orcid.org/0000-0002-9268-0423
Dinka SmajlagicDepartment of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway.
Ragnhild Eek BrandlistuenDepartment of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway.
Mari Vaage WangDepartment of Education, University of Oslo, Oslo, Norway.
Laurel FishResearch Department of Clinical, Educational and Health Psychology, University College London, London, UK.
Marialivia BernardiResearch Department of Clinical, Educational and Health Psychology, University College London, London, UK.
Jessica van de Grint-StoopCentre for Child, Adolescent and Family Research, University of Cambridge, Cambridge, UK.
Mona BekkhusDepartment of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway.ORCID https://orcid.org/0000-0002-4447-8909
Pasco FearonCentre for Child, Adolescent and Family Research, University of Cambridge, Cambridge, UK.

Funding

European Union's Horizon Europe Research and Innovation Programme 101057529European Union's Horizon Europe Research and Innovation Programme 101073237Helse Sør-Øst RHF 2020022Helse Sør-Øst RHF 2021045Medical Research Council MC_UU_00032/1Novo Nordisk FoundationReseach Council of Norway 223273Reseach Council of Norway 229624Reseach Council of Norway 274611Reseach Council of Norway 288083Reseach Council of Norway 301004Reseach Council of Norway 325712Reseach Council of Norway 336085Stiftelsen Kristian Gerhard JebsenTrond Mohn Foundation
6 · The paper itself

Abstract

backgroundGenetic differences are robustly associated with educational outcomes, but how they become linked is poorly understood. A plausible hypothesis, yet to be thoroughly empirically tested, is that the school environment mediates the association.

methodsUsing structural equation models, we tested whether the student-teacher relationship at age 5 (teacher-reported Student-Teacher Relationship Scale) mediated the association between children's education-linked genetic propensities (PGS

resultsHigher PGS

conclusionsStudent-teacher conflict and positive teacher responses may be mechanisms involved in the cascade of pathways linking children's genetics to their educational outcomes.

Indexed as

Academic PerformanceConflict, PsychologicalInterpersonal RelationsPersonalityReadingSchool TeachersSocial InteractionStudentsChildChild, PreschoolFemaleHumansLongitudinal StudiesMaleNorwayBehavioral geneticsEducational attainmentTeachers

Identifiers

PMID42206760
PMCPMC13535760

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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.