News13th February 2025
Genome-wide association studies have identified genetic variants associated with traits and characteristics relating to education. These include mental health conditions, attention deficit hyperactivity disorder (ADHD), and the number of years spent in education. From these studies, polygenic indices (PGIs) have been developed that aim to capture some of an individual’s genetic predisposition towards a certain trait, by combining thousands of genetic variants.
In a research context, PGIs may help to untangle the roots of educational disparities across generations and explore whether children more likely to profit from a particular learning environment can be identified. However, it is not yet clear whether and how PGIs might be usefully translated into education practice and policy contexts. Attempting to do so prematurely risks embedding existing inequities in society, detracting from other efforts to address educational disparities, and contributing to discrimination.
Our scoping report sets out key scientific developments in the fast-moving area of PGI research. It focuses on the current research landscape and identifies barriers to filling existing gaps in knowledge. It also touches on some significant ethical issues arising in a research context: one key example is the limited diversity in genomic datasets from which PGIs are being developed.
The vast majority of research participants in genome-wide association studies are of European genetic ancestral descent, despite making up a minority of the global population. Genomic findings are therefore difficult to interpret and extrapolate across diverse populations and contexts. If findings from these data sets are misinterpreted as being applicable to all, there are risks of drawing inaccurate – even harmful – conclusions about the sources of educational differences.
PGIs are poor at predicting individual outcomes, lack specificity, and are ‘muddy’ because they capture elements of an individual’s social environment as well as their biology. It is often unclear how and when interventions in education, based on PGI information, would be effective. These limitations might not be fully solvable, leaving questions as to whether PGIs can (or should) be translated into education practice and policy contexts.
Growing awareness of, and access to, genetic testing by the general public also complicates the landscape. PGI reports are increasingly available direct-to-consumers, including for social and behavioural traits relevant to education. This raises concerns about how such tools might be harnessed and applied in real-world settings, and the potential they hold for reinforcing – or creating new forms of – inequities in educational systems. Research to further explore the potential impacts of direct-to-consumer PGI reports, and implications for policy and practice, is therefore recommended.
Issues arising from the potential translation of polygenic indices into educational policy and practice have not yet been the subject of detailed ethical debate, including the fundamental ethical question of whether they should be translated into education at all. This gap needs to be addressed.
A greater understanding of the science underpinning PGI use, the potential benefits and harms of translating this research into the classroom, and the practicalities in doing so would help in assessing whether and how this research might be ethically used in practice. This would benefit not only education professionals and policymakers but also the scientific community in developing the scope of future genomic research.”
Emma Meaburn, Senior Researcher and Project Lead, Nuffield Council on Bioethics
The interactions between genetic influences and environmental factors in shaping educational outcomes have long been a subject of interest. Recent advances in large-scale genomic studies have improved our understanding but also raise significant questions of interpretation and ethics. We are supporting this work to help inform the debate and guide those who might consider undertaking relevant research.”
Josh Hillman, Director of Education, Nuffield Foundation
This scoping report examining research in genomics and its social and ethical implications for education policy and practice is the first publication in a collaborative programme of work we are undertaking with the Nuffield Foundation. The Nuffield Foundation is an independent charitable trust with a mission to advance educational opportunity and social well-being. It founded and co-funds the Nuffield Council on Bioethics.
Following on from this report, we will be holding a multi-disciplinary expert workshop to identify and explore key ethical questions raised by the potential of translating PGIs into education context. We will publish the outcomes of the workshop later in the Spring.
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