Ever wondered what could determine your child’s academic success? Is it the school they attend? The quality of their teachers? Perhaps the number of hours they pour into their homework? These elements could play a part, but a new study suggests that two major components can predict a child’s academic success right from birth: inherited DNA and the family’s socioeconomic status.
The Nature vs. Nurture Debate Takes a New Turn
Yes, you read that right. We’re back to the good old debate of nature vs. nurture, but with a twist this time. The research, led by the University of York, argues that your child’s DNA and your family’s socioeconomic status are powerful predictors of their educational achievements. But the real kicker is this – having a high genetic propensity for education doesn’t hold as much weight as having educated and wealthy parents.
Let’s break this down, shall we? The study showed that only 47% of children with high genetic propensity for education but from a less affluent background made it to university. Compare this with the 62% of children who had a low genetic propensity for education but were from a more affluent background. Who went to university more? You guessed it. The ones with the wealthier parents.
The Perfect Combination – Rich Genes and Rich Parents
The study pointed out that children who have both – a high genetic propensity for education and come from affluent, well-educated families – had the most significant advantage. An astounding 77% of these children went to university.
On the flip side, children from families with low socioeconomic status and low genetic propensity had a starkly different story. Only 21% of these children carried on into higher education. The glaring disparity between these groups puts into perspective the profound influence of our genes and family background on our educational journeys.
Potential Implications and Impact of the Study
These findings hold potential for identifying children who may be at risk of poor educational outcomes. How, you ask? By spotting the influence of nature and nurture, particularly for children at the extreme ends of the distribution. These children are most likely to be affected by the interplay of their genetic makeup and family background.
Professor Sophie von Stumm, the lead author of the study, explains that having a genetic makeup inclined towards education can make a child from a disadvantaged background more likely to go to university. However, this likelihood is still not as high as a child with a lower genetic propensity from a more advantaged background.
Unequal Opportunities – The Stark Reality
While the study’s findings are observational, they shed light on an uncomfortable truth – children do not have equal opportunities in education. The divergence in academic achievements based on different genetics and family backgrounds is vast.
In essence, where you come from has a huge impact on how well you do in school. The study analyses data from 5,000 children born in the UK between 1994 and 1996, looking at their test results and parents’ educational level and occupational status.
How Inherited Genetic Differences Impact Educational Success
The researchers used a statistical technique called genome-wide polygenic scoring, which adds up the effect of DNA variants to predict children’s educational success. They discovered that children with high polygenic scores differed significantly in achievement at age seven from those with low polygenic scores. This achievement gap kept widening as the children progressed through their school years, leading to a marked difference in grades by the time they were taking their GCSEs.
A Wake-Up Call for More Inclusive Education
This study triggers crucial discussions on predicting children’s risk for poor academic outcomes. The basis for these discussions is not only scientific but also revolves around issues of ethics and social values. It calls for the creation of personalized educational environments that can enhance and supplement a child’s education based on their unique needs and circumstances.
This research doesn’t aim to close doors for children, but rather, open them. By recognizing the powerful role of genes and family background in academic success, we can strive for a more inclusive, understanding, and effective educational system that caters to the diverse needs of all students, regardless of their background or DNA.
Sophie Stumm, Emily Smith‐Woolley, Ziada Ayorech, Andrew McMillan, Kaili Rimfeld, Philip S. Dale, Robert Plomin. Predicting educational achievement from genomic measures and socioeconomic status. Developmental Science, 2019; Link
