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Polygenic prediction of school performance in children with and without psychiatric disorders

By Veera M. Rajagopal, Betina B Trabjerg, Jakob Grove, Henriette T. Horsdal, Liselotte Petersen, Cynthia Bulik, Jonas Bybjerg-Grauholm, Marie Baekvad-Hansen, David M Hougaard, Ole Mors, Merete Nordentoft, Thomas Werge, Preben Bo Mortensen, Esben Agerbo, Anders D Børglum, Ditte Demontis

Posted 15 Jul 2020
bioRxiv DOI: 10.1101/2020.07.15.203661

Suboptimal school performance is often seen in children with psychiatric disorders and is influenced by both genetics and the environment. Educational attainment polygenic score (EA-PGS) has been shown to significantly predict school performance in the general population. Here we analyze the association of EA-PGS with school performance in 18,495 children with and 12,487, without one or more of six psychiatric disorders and show that variance explained in the school performance by the EA-PGS is substantially lower in children with attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Accounting for parents' socioeconomic status obliterated the variance difference between ADHD--but not ASD--and controls. Given that a large proportion of the prediction performance of EA-PGS originate from family environment, our findings hint that family environmental influences on school performance might differ between ADHD and controls; studying the same further will open new avenues to improve the school performance of children with ADHD. ### Competing Interest Statement 1. Ditte Demontis has received speaking fee from Takeda. 2. CM Bulik reports: Shire (grant recipient, Scientific Advisory Board member); Idorsia (consultant); Pearson (author, royalty recipient).

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