A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement

This study investigates the interplay between genes and multiple environmental levels (child, parent, school, neighborhood, district, municipality) in shaping academic achievement. Using data from over 23,000 Norwegian parent-child trios linked with administrative records, the researchers tested for gene-environment interactions using multilevel models. A significant interaction was found between students' educational attainment polygenic index (EA-PGI) and school performance, indicating that higher-performing schools can improve achievement across the EA-PGI spectrum, particularly benefiting students with lower EA-PGI. Residential area variations had minimal impact. The study suggests that interventions to reduce achievement inequality in Norway should prioritize improving support for struggling students within schools.

Rosa Cheesman, Nicolai T. Borgen, Torkild H. Lyngstad, Espen M. Eilertsen, Ziada Ayorech, Fartein A. Torvik, Ole A. Andreassen, Henrik D. Zachrisson, Eivind Ystrom