Social genomics exploration unveils the association between our genes and socially significant behaviors. Understanding these connections can have far-reaching implications for fields like psychiatry, criminal justice, and even education.

In a thought-provoking article published as a legacy post, authors Daphne O. Martschenko, Lucas J. Matthews, and Maya Sabatello delve into the ongoing debate surrounding the use of genetic data in education. The focus is on children and adolescents, exploring the potential benefits and risks of social and behavioral genomic research, particularly in the realm of childhood education.

The article highlights the growing prominence of social and behavioral genomics, a field that examines complex human behaviors and social outcomes through a genetic lens. This research is gaining traction and could potentially impact education significantly. Some researchers see potential in this area for improving our understanding of students' educational trajectories and the effectiveness of educational interventions.

One of the key developments in this field is the creation of polygenic scores (PGS). These scores estimate an individual's probability of a disease, behavior, or social outcome based on the results of Genome-Wide Association Studies (GWAS), which identify genes associated with socially relevant behaviors or outcomes. For instance, polygenic scores for learning disabilities could help students receive diagnoses and subsequent support sooner than they do now.

However, the article also raises concerns about potential issues. The majority of polygenic scores are created using DNA samples from individuals of European ancestries, which may not be as accurate in other populations. Without policy regulations protecting against genetic discrimination in schools, polygenic scores could be used to deny people access to resources or discriminate against them.

There are also third-party DTC companies offering genetic tests for social outcomes such as math, reading abilities, or intelligence. The use of these scores in educational settings holds the potential for stigma and self-fulfilling prophecies. Furthermore, access to high-cost initiatives like "precision education" could further favor privileged children, including access to trained educators and child development experts.

The authors argue that while social and behavioral genomics research is not a contemporary hype, it is research that is here to stay. They emphasize the need for grant bodies to fund implementational studies and more research on the risks and potential benefits of social and behavioral genomics to assure that the integration of genetics into education does not exacerbate existing disparities in access or outcomes.

The history of research into the genetics of intelligence has been troubled by racist ideology, biases against people with disabilities, and classism. It is crucial that these past mistakes are not repeated as we move forward with social and behavioral genomics research.

As we navigate this exciting and challenging field, it is essential to approach it with caution, recognizing its potential benefits while also being mindful of the risks and the need to address issues of disparities and social justice. The future of education may well be shaped by genetics, but it is a future that we must work together to create responsibly.