Teacher and Parent Perspectives on the Use of Genetic Information in Schools

Abstract

AbstractWhile the predictive power of genetic information is not yet strong enough to apply to individuals in the classroom, this study aimed to explore how genetic information may be received in educational settings as a potentially important source of individual differences in academic achievement and learning difficulties. Focus group discussions with teachers and parents were analyzed using qualitative and linguistic methods. Results showed that teachers and parents had similar knowledge of and questions about genetic information and how it could be used in education; both expressed concerns regarding the ethics of its use and suggested other professionals that should be involved in decisions regarding genetic input in education. Parents' personal struggles to obtain appropriate diagnoses and support for their children with learning difficulties, however, added an emotional edge to their views. Families' direct experiences with educational systems, often adversarial, afford them an authority that should be acknowledged by policymakers.