Abstract
Child psychiatric outpatients are at risk for academic difficulties on average but show substantial individual differences. Identifying novel ways to stratify youth who are at greatest risk for academic underachievement could extend opportunities for early identification and intervention. Recently, Savage et al (2018, Nature Genetics) identified polygenic variation that underlies general cognitive functioning. This type of common genetic variation would show potential for risk stratification if it were to track with academic difficulties in clinical populations and provide information over and above that which could be obtained from cognitive phenotypes. Here, we examined these possibilities in a generalizable clinical sample.
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