For as long as we can remember, if not before, we have received the message of how important it is to obtain certain qualifications in the academic field. Generally, we have the idea that these degrees are associated with success. These expectations can have a strong impact on people’s mental health.
Scientific and technological advances are becoming more and more present and allow us to obtain new information in a large number of areas. New studies point to the idea that People’s genes are linked to academic performance and their student career.
Fortunately, there are more and more discoveries and knowledge related to the field of genetics. Today, it is known that there are many different genes involved in issues related to academic performance. The interaction between these genes gives rise to aspects such as intelligence, self-control and concentration.
A study published in Nature Genetics revealed that there are more than 1,200 genetic variables that are related to academic performance. In other words, it is important to keep in mind that there is not a single gene that determines educational achievement, but rather there are many genes and factors involved.
On the other hand, we cannot forget that the genetic variables that may occur in people can mark certain predispositions, but they are not decisive. That is, the effects of these variations, although they can help us make predictions, are also influenced by the environment.
It is estimated that only between 30 and 60% of the differences observed between different people in relation to school performance are related to genetic factors. Once again, we insist on the fact that genes predispose to the development of certain characteristics that can hinder or facilitate learning, but the context also has a considerable weight that must be taken into account.
The limits of predicting school success using DNA
It is true that the studies that have been published in recent years point out the relationship between certain genetic variables and their relationship with academic performance. However, it cannot be denied that there are certain limitations to using DNA as a predictor of success in school.
While it is true that genetics plays a role in the development of cognitive abilities, it is considered that there are limitations when making predictions based on DNA. For example, it is considered that Only 16% (other studies indicate that it is up to 25%) of individual differences throughout schooling are explained by genetic factors. The remaining percentage is related to environmental factors and the person’s life experiences.
Thus, we cannot ignore the fact that the environment in which the infant develops can have a much greater weight than genetics. When talking about the environment we take into account many variables, such as: academic opportunities, available resources, cultural influences, family support, nutrition, play, etc.
What applications can this information have in the future?
The information raised in investigations is sensitive and must be treated with sensitivity and appropriateness. It is considered that these results allow us to better understand the differences that occur between individuals in relation to academic performance.
Managing this information responsibly could allow interventions or educational resources to be adjusted to the genetic predispositions of each person. Furthermore, if this were to happen, It would also be interesting to take into account the characteristics of your environment and your individual needs. That is, it would allow greater precision in the development of personalized interventions.
It is crucial to understand the risks this could entail as well. The fact that the information available at the genetic level serves as a way to label, limit or stop people who have certain characteristics or predispositions should be avoided. The interesting thing would be if access to said information meant greater adaptation to each individual, not a restriction.
Both ethical and social implications and limitations
It is important to keep in mind that most of the studies currently available have been carried out with a very specific population. Most of the participants were of European ancestry. This, without a doubt, implies that these are not results that can be extrapolated to all cultures, ethnicities or social contexts and that, therefore, more research is needed in this regard.
On the other hand, it is crucial to reinforce the idea that Genetics is not decisive, but simply predisposes, or not, to the possible development of certain qualities. We insist on the importance of this point with the aim of avoiding falling into genetic determinism that leads people to think that they are marked by their genetics and that there is nothing more than that.
In this sense, we have already commented that this idea is considerably far from reality since genetics is important, but the environment can be even more so. Genetics can influence or predispose, but it does not determine people’s behavior, much less their “successes” or “failures.”
Finally, and as we have already mentioned in the previous section, it is essential to understand that the information available in relation to a person’s DNA or genetics should in no case limit them.
I’m Emily Williams Jones, a psychologist specializing in mental health with a focus on cognitive-behavioral therapy (CBT) and mindfulness. With a Ph.D. in psychology, my career has spanned research, clinical practice and private counseling. I’m dedicated to helping individuals overcome anxiety, depression and trauma by offering a personalized, evidence-based approach that combines the latest research with compassionate care.
