Researchers from the Institute of Biomedicine of the University of Barcelona (IBUB) have taken part in a large-scale genetic study that has identified shared genetic factors influencing both the risk of developing addictive disorders and educational attainment. The research was carried out in collaboration with the Vall d’Hebron Research Institute (VHIR) and other national and international centres, and the results have been published in the scientific journal Addiction.
The study analysed genetic data from more than 1,400 individuals diagnosed with substance use disorders, including dependence on cocaine, opioids, cannabis and sedatives. By applying a genome-wide association approach, the researchers explored the biological mechanisms underlying the long-observed relationship between substance use problems and academic achievement.
IBUB researchers contributed their expertise in psychiatric genetics and complex trait analysis, playing a key role in the interpretation of the genetic data and in the integration of educational and mental-health-related variables. Their participation reinforces the Institute’s commitment to interdisciplinary research at the intersection of genetics, neuroscience and public health.
The results show that several genetic variants are shared between addictive disorders and educational attainment, acting in opposite directions: a higher genetic predisposition to addiction is associated with a greater likelihood of lower educational achievement. These variants have also been linked to poorer health outcomes and more disadvantaged socioeconomic conditions, highlighting their broader impact beyond addiction itself.
Although previous studies had consistently reported an association between academic difficulties and substance use, clear genetic evidence explaining this overlap had been limited. This research provides new insights into the biological basis of this relationship, while also underlining the complexity of the interaction between genetic, environmental and social factors.
Importantly, the study does not establish a causal direction between addiction and educational attainment. The authors stress that the shared genetic background identified may contribute to both outcomes simultaneously, without determining whether educational difficulties increase the risk of addiction, whether addiction disrupts educational trajectories, or whether both processes occur in parallel.
According to the researchers, these findings open new avenues for research into the biological and environmental mechanisms linking learning, cognitive development and addictive disorders. A better understanding of these shared factors could help improve prevention strategies and inform public health and educational policies aimed at reducing the impact of addiction across the lifespan.
Original VHIR news [+]
