Teaching the Teachers the Genetics of Learning: An Application of the Mixed Blessings Model

Abstract

Decades of educational genetics research have highlighted that differences in academic achievement are partly explained by genetic variation between individuals. Consequently, there is ongoing discussion about whether genetic influences on educationally related traits should be more widely acknowledged in schools and communicated specifically to teachers. Nonetheless, there is little research on how teachers might interpret such information, and how it might alter their perceptions of the students they teach or their teaching practice. In this review, we draw on the mixed blessings model proposed by Haslam and Kvaale, Current Directions in Psychological Science, 2015, 24, 399–404, as a framework for defining both positive and negative repercussions of disseminating the findings of educational genetic research to teachers. We discuss research examining teacher perceptions of student ability and behavior and findings outlining perceptions of psychological disorders when genetic explanations are invoked. We conclude by proposing new directions for research designed to better understand interpretations of genetic information in school contexts.

Genomics and Justice: Investigating judges’, lawyers’ and non-lawyers’ genetic literacy and views on applications of genomics

“…These results suggest that legal professionals see potential benefits in increased understanding of genetic and environmental influences on educational processes. However, recent research has demonstrated that partial knowledge may be a mixed-blessing in education (Larsen et al 2022). Much work is needed to understand how gene-environment information can be brought to educators, parents and students in the most beneficial way.…”