The double helix at school: Behavioral genetics, disability, and precision education

The prospect of using behavioral genetic data in schools is gaining momentum in the U.S., with some scholars advocating for the tailoring of educational interventions to students' genetic makeup (precision education). Public perspectives on testing for and using behavioral genetic data in schools can affect policies but are unknown. We explored public views in the U.S. (n = 419) on key issues in precision education. The introduction of a child's behavioral genetic information regarding Attention-Deficit/Hyperactivity-Disorder was associated with beliefs that such data should be considered in educational planning for the child and increased medicalization, but also a belief in treatment efficacy. Most participants expressed interest in learning about children's behavioral genetic predispositions but would disapprove of testing without parental consent. Differences by participants' race, ethnicity and educational attainment were observed. Our findings indicate the public's complex understanding of genetic information and the challenges for wide implementation of precision education in the U.S.

Automated summary

In the U.S., there is a growing interest in utilizing behavioral genetic data for precision education, tailored to students' genetic makeup. Public views on testing and using genetic data in schools can influence policies, though these perspectives are currently unknown. Most participants are interested in learning about children's genetic predispositions but would disapprove of testing without parental consent, indicating a complex understanding of genetic information among the public. Additionally, differences in perspectives were observed based on participants' race, ethnicity, and educational attainment.