Abstract
Individual differences in educational achievement arise from complex interactions between genetic predispositions, psychological traits, and environmental contexts. However, the mechanisms by which schools and neighbourhoods translate the genetic potential into educational achievement remain largely uncharacterized. Here we present current works from the GeoGen project, leveraging genomic data from ~30,000 Norwegian family trios integrated with population-scale administrative records spanning more than 2000 schools and 8000 neighbourhoods. Using multilevel polygenic score analyses that account for passive gene-environment correlations and contextual genetic clustering, we disentangle social selection from gene-environment interactions. We demonstrate substantial heterogeneity in genetic effects on educational achievement across schools and neighbourhoods, with effect sizes ranging from near-zero in some contexts to twice the population average in others. This social-genetic stratification reveals that protective environmental features compensate for genetic risk while disadvantaged contexts amplify it. Importantly, our trio-based design and inclusion of contextual fixed effects isolate environmental moderation from confounding by familial factors and social genetic factors, providing causal evidence that exogenous contextual characteristics shape trait expression. These results challenge deterministic interpretations of genetic effects and highlight the environment’s active role in moderating genetic potential. By mapping how schools and neighborhoods modulate the realization of genetic propensities, our findings suggest that educational equity requires not only equal access to resources but also environments that enable all children to fulfil their potential.