Center for Precision Medicine & Genomics, Department of Medicine, Columbia University, New York, USA; Division of Ethics, Department of Medical Humanities and Ethics, Columbia University, New York, USA.
Research Foundation for Mental Hygiene (RFMH), New York, USA.
Soc Sci Med. 2021 Jun;278:113924. doi: 10.1016/j.socscimed.2021.113924. Epub 2021 Apr 20.
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.
在美国，将行为遗传学数据应用于学校的前景正在增强，一些学者提倡根据学生的基因构成来定制教育干预措施（“精准教育”）。公众对在学校中进行行为遗传学数据测试和使用的看法可能会影响政策，但目前尚不清楚。我们探讨了美国公众（n=419）对精准教育关键问题的看法。引入有关儿童注意力缺陷多动障碍的行为遗传学信息与以下信念相关：应考虑此类数据来为孩子进行教育规划，并增加医学化，但也相信治疗效果。大多数参与者表示有兴趣了解儿童的行为遗传学倾向，但会反对未经父母同意进行测试。观察到参与者的种族、族裔和教育程度存在差异。我们的研究结果表明，公众对遗传信息的复杂理解以及在美国广泛实施精准教育所面临的挑战。
