Report13th February 2025
Advances in genomic science have enabled researchers to identify specific genetic variants associated with traits and characteristics that impact or relate to education, such as 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 which 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.
This scoping report examines how PGI research is progressing, and the challenges associated with their application in real-world contexts. The report provides a foundation for further exploration of the ethical and policy implications of applying genomic insights to education.
This scoping report forms part of a collaborative programme of work between the Nuffield Foundation and the Nuffield Council on Bioethics.
Related projects
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Joint project