What if how much a child benefits from a learning program isn’t just about their environment, but also about their genes? And what if early parenting support could override those genetic disadvantages?

In this episode, we unpack a major study from Colombia that explores how polygenic scores (PGS) for educational attainment interact with early childhood interventions (ECIs). The findings are surprising: children with lower genetic scores showed greater gains from the intervention, enough to close the developmental gap.

We’ll discuss:

• What polygenic scores really measure

• How early support impacts children differently

• The role of parents in shaping developmental outcomes

• Implications for education, equity, and public policy

• Why genes are not destiny—and why timing matters

Whether you're into psychology, genetics, parenting, or just big ideas about human development, this one’s for you.

🔍 Join the conversation: What do you think about tailoring interventions vs. making them universal?

Attanasio, O., et al. (2024). Gene x Environment Interactions: Polygenic Scores and the Impact of an Early Childhood Intervention in Colombia. NBER Working Paper No. 33781

The content presented in this episode has been paraphrased and interpreted for educational and informational purposes. It is not a verbatim reading, and the views expressed here reflect our understanding of the original paper. Please note that the working paper may be updated or revised. Listeners are encouraged to consult the official version for academic or professional use.

#EarlyChildhood #Genetics #Education #PolygenicScores #Parenting #Podcast #Readinario