A recent study investigating genetic variants that are associated with ADHD or attention deficit hyperactivity disorder are observed to exploit genetic overlaps between educational attainments and the individual diagnosed with the disorder.
Lead author Alexey A. Sharin says, “During the course of the study, we gave prior importance to understand the genetic architectural variants underlying educational attainments and ADHD. This helped us to understand the degree of shared genetics in individuals with ADHD.”
Dr. Sharin is a post-doctorate at the Norwegian Centre for Mental Disorders Research (NORMENT).
Dr. Shadrin continues, “The results so far obtained highlight the underlying connections between educational attainments and ADHD, which has a greater role to play when health-related and socio-economic factors are taken into consideration.
The research group progressed using sophisticated statistical stools to have large datasets of genetics analyzed from studies associated with genomes on ADHD. Data from more than 3000 patients with ADHD and 300,000 individuals were analyzed.
The data was consecutively organized from Psychiatric Genomics Consortium during the course of study.
Dr. Shadrin says, “We were further able to gather evidence based on shared genetics between educational attainments and ADHD.”
Nevertheless, these risks had an association with educational attainments of lower levels.
These findings further suggest part of the reasoning, why ADHD individuals risk academic underachievement’s owing to their genetic risks. Nevertheless, one should also understand, how genetic variants exercised the risks associated with ADHD needs to be studied further.
The authors present five novel genetic-based locations of chromosomes in individuals diagnosed with ADHD. Of these five genetics, three had a commonality with educational attainments. Further, four out of five chromosome locations largely implicate protein genes MEF2c, PINK1, KD4MA, and RUNX1T1.
The research group further observed pronounced genetic negativity correlation between educational attainments and ADHD whilst supporting the shared basis of genetic between varied phenotypes.
“It is highly important to understand the genetic association of ADHD symptoms and should be exercised with great caution. The size of the genes needs to be carefully identified owing to their tininess,” the research team explains.
Postdoctoral fellow and psychiatric resident, Olav B. Smeland say, “These little details, at times, make one uninformative for accurate clinical diagnostics, yet might be helpful in providing necessary clues in understanding disease biological factors that might need to be further interrogated.”
Smeland further continues, “Nevertheless, we have some idea how genes work. However, one cannot deny the fact about the need to understand more by further research and studies on the brain region impact.”
The authors conclude highlighting the evidence gathered about shared genetics on the basis of understanding between educational attainments and ADHD whilst highlighting the criticality of therapeutic interventional programs designed to help children with ADHD in their educational setting.