Association of educational attainment polygenic score with school grades in individuals with and without psychiatric disorders.

Individuals with psychiatric disorders perform differently in school compared to the general population. Both genetic and environmental factors contribute to such differences. Existing studies on the association of educational attainment polygenic score (EA-PGS) with school performance were based on individuals from the general population and it is unclear if the results can be generalized to individuals with psychiatric disorders. We studied the association of EA-PGS with school performance in 30,982 individuals of whom ~60% were diagnosed with at least one major psychiatric disorder. Comparing the results between individuals with and without psychiatric disorders, we found that the associations of EA-PGS with school performance were weaker in individuals with psychiatric disorders than in those without the disorders; the largest differences were seen in attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). We further studied the associations of family socio-economic variables (parents9 education and employment) with school performance and found weaker associations in individuals with psychiatric disorders than in those without the disorders. Overall our analyses suggest that results from studies on the associations of genetic and environmental factors with school performance in the general population cannot be fully generalized to individuals with psychiatric disorders.

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