Polygenic Risk for ADHD and Exposure to School Discipline

• In Event: Sociogenomics: Integrating Whole-Genome Technology with Criminological Theory

Abstract

Previous research has demonstrated a robust link between ADHD symptoms/diagnosis and risk of receiving school punishment. In addition to this, school discipline has been shown to have long-term impacts on youth development. However, relatively few studies have investigated whether schools vary in their ability to address problem behaviors related to ADHD. The current study hypothesized that certain schools may be more punitive toward ADHD symptoms than others. To investigate this possibility, we combine polygenic score analysis with multilevel modeling techniques. Results indicate that an ADHD polygenic score predicts exposure to school suspension. However, findings suggest that a portion of schools are able to mitigate the ADHD-discipline relationship. The current study identifies school-level variables that impact the association between ADHD and school discipline and offers potential policy implications

Authors

• Rachel Kail, University of Cincinnati

• Hexuan Liu, University of Cincinnati

• J.C. Barnes, University of Cincinnati