Perline Aline Delle Demange

• Demange, Perline Aline Delle; Nivard, Michel G.; Torvik, Fartein Ask; Eilertsen, Espen Moen; Cheesman, Rosa Catherine Gillespie & Nordmo, Magnus [Show all 9 contributors for this article] (2026). No evidence of parental mental health influencing children’s academic achievement: a within-family study. European Child and Adolescent Psychiatry. ISSN 1018-8827. doi: 10.1007/s00787-026-03100-9. Full text in Research Archive Show summary

  Children of parents with psychopathology generally perform less well in school than their peers. Parental symptoms might not, however, account for their lower achievement, as other familial factors might contribute. To examine the role of parental symptoms, we analyse data from 9,000 families in the Norwegian Mother, Father, and Child Study (MoBa). Parents reported their symptoms of anxiety, depression, ADHD, eating disorders, and alcohol use disorder during pregnancy and during their child’s childhood. Children in 5th grade (aged 10) completed nationally-standardised tests of mathematics, reading comprehension, and English (as an additional language). Comparing children who are cousins (children-of-siblings design), we controlled for unmeasured factors shared among family members that confound the relationship between parental mental health and children’s academic achievement. We found small associations between greater parental symptoms and lower scores in reading and mathematics (− 0.060 ≤ β ≤ −0.013). However, these associations were no longer significant when comparing cousins whose parents differ in mental health. Results suggest that parental symptoms do not exert a direct, clinically meaningful effect on children’s academic achievement. Although non-significant, associations with parental symptoms measured close to the child’s academic test are less attenuated than those measured during pregnancy. Notably, comparison between the overall MoBa sample and the children-of-siblings samples suggests ascertainment differences that hinder strong generalisations. Our findings underscore the importance of quasi-experimental family designs in identifying modifiable targets in intergenerational health and education research. Supporting parental mental health is crucial but its direct effect on children’s achievement may be smaller than often thought.

• Rayner, Christopher; Hannigan, Laurie; Badini, Isabella; Demange, Perline Aline Delle; Ofstad, Sverre Berg & Ystrøm, Eivind [Show all 7 contributors for this article] (2026). Quantifying and adjusting for selection biases in the Norwegian Mother, Father and Child Cohort Study using population-wide individual-level registry information. International Journal of Epidemiology. ISSN 0300-5771. 55(4). doi: 10.1093/ije/dyag122. Full text in Research Archive Show summary

  Background Selective participation in research studies hampers researchers’ ability to draw valid and generalizable inferences from analyses. Quantifying and adjusting for selective participation are desirable but can be challenging given the paucity of data for non-participants. Methods We used individual-level information from population registers to predict baseline and continued participation in the Norwegian Mother, Father and Child Cohort Study (MoBa). Inverse probability weights were computed from logistic regression models with elastic-net regularization. We predicted selective participation and attrition in 296 987 mothers, of whom 29% returned the first MoBa questionnaire and 12.5% returned a follow-up questionnaire 8 years later. To quantify bias, we computed sample characteristics and exposure–outcome associations in the target population and stratified samples. To compare approaches for adjusting for bias, we computed weighted sample estimates by using three sets of weights. Results Unweighted sample estimates were systematically different from target-population values, indicating bias due to selective participation. Baseline participation weights substantially reduced the impact of selection bias on mean values by 93% and associations by 75%. Attrition weights reduced attrition bias on mean values by 78% and associations by 50% but were less effective for reducing participation bias (22% and 14% respectively). Conclusion In this sample, characteristics and effect estimates are substantially different from target-population values. Participation weights were relatively effective at reducing bias due to selective participation but attrition weights were not. Estimates from studies that use attrition weights may still contain non-negligible selection bias—particularly if the baseline sample is not representative of the target population. Future studies should prioritize opportunities for deriving sampling weights for participation as well as attrition.

• Widding-Havnerås, Tarjei; Demange, Perline Aline Delle; Zachrisson, Henrik Daae; Borgen, Nicolai; Ystrøm, Eivind & Elwert, Felix (2026). Estimating returns to education using the genetic lottery. Proceedings of the National Academy of Sciences of the United States of America (PNAS). ISSN 0027-8424. 123(15), p. 1–10. doi: 10.1073/pnas.2537049123. Full text in Research Archive Show summary

  Does more schooling cause higher lifetime earnings? Social scientists have long sought to determine the economic returns to schooling given its importance to individual life chances and public policy. Prior estimates are limited by unobserved confounding in observational studies and the focus of popular quasi-experimental studies on increases in schooling at only one particular age. Genotyped data offer an opportunity to address unobserved confounding and to estimate the returns to an additional year of schooling at any age by using quasi-randomly assigned genetic variants related to education as instrumental variables [Mendelian randomization (MR)]. We analyze comprehensive Norwegian population registries with career-long earnings data and genotyped data from the Norwegian Mother, Father and Child Cohort Study (MoBa). We employ three identification strategies for triangulation: ordinary least squares (OLS) with covariate-adjustment, sibling and twin fixed-effects models, and MR. Estimated returns to schooling are 8.0% in MR (N = 109,800) and 6.3% in sibling-MR (N = 18,666). Extensive sensitivity analyses suggest that MR results are robust even to large potential violations of MR assumptions, including pleiotropy. MR estimates somewhat higher returns than OLS for the full population (5.9%, N = 1,255,604) and fixed-effects models for siblings (5.3%, N = 966,976) or monozygotic twins (3.2%, N = 2,630). The estimated internal rate of return to schooling exceeds opportunity costs of education as proxied by the market interest rate. The lifetime returns to schooling are positive and substantial across all models.

• Valstad, Mathias; Eilertsen, Espen Moen; Ayorech, Ziada; Cheesman, Rosa Catherine Gillespie; Demange, Perline Aline Delle & Eftedal, Nikolai Haahjem [Show all 8 contributors for this article] (2026). Indirect genetic effects of siblings. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.70130. Full text in Research Archive Show summary

  Background Within-family designs are increasingly used to decompose genotype–trait associations into direct and indirect genetic effects. Many such designs, including trio designs or within-sibship designs, assume an absence of sibling indirect genetic effects. Methods We expand two well-known molecular genetic within-family designs, one variance component (genome-based restricted maximum likelihood) and one trait-based (structural equation modeling with polygenic indices), to estimate sibling indirect genetic effects, along with direct genetic effects. We link the Norwegian Mother, Father, and Child Cohort Study (MoBa) to Norway's national education database to model genetic effects on national standardized testing results at ages 10, 13, and 14, and on parent-rated attention-deficit hyperactivity disorder (ADHD) symptoms at ages 3 and 8 in up to 15,971 genotyped and phenotyped siblings. Results Estimates of direct and indirect genetic effects from the genome-based restricted maximum likelihood and the structural equation modeling with polygenic indices approaches converge, albeit with the variance component estimates typically an order of magnitude greater than the trait-based estimates. We observe no indirect genetic effects of siblings on educational performance at any age, and only slightly negative indirect genetic effects of siblings on ADHD symptoms at age 3. We argue that the latter effect might reflect parental contrasting ratings. Conclusions The results suggest that within-family models of educational performance are unlikely to be drastically biased by an assumption of absent sibling indirect genetic effects. Combining trait-based analyses with variance component analyses can benefit understanding of indirect genetic effects, especially when the effects are not specific to a particular mechanism.

• Tamnes, Christian K.; Bekkhus, Mona; Eilertsen, Maja; Nes, Ragnhild Bang; Prydz, Monica Beer & Ystrom, Eivind [Show all 63 contributors for this article] (2025). The nature of the relation between mental well-being and ill-being. Nature Human Behaviour. 9(12), p. 2431–2440. doi: 10.1038/s41562-025-02319-x. Full text in Research Archive
• Cheesman, Rosa Catherine Gillespie; Anapaz, Ville; Alten, Sjoerd van; Abdellaoui, Abdel; Porneso, Ralph Pascual Ortiz & Ebeltoft, Joakim Coleman [Show all 16 contributors for this article] (2025). Genetic associations with educational fields. Nature Genetics. ISSN 1061-4036. 57, p. 2997–3006. doi: 10.1038/s41588-025-02391-z. Full text in Research Archive Show summary

  Educational field choices shape careers, wellbeing and the societal skill distribution, yet genetic influences on what people study remain poorly understood. Here we show that genetic factors are associated with educational field specializations using genome-wide association studies (GWASs) across 463,134 individuals from Finland, Norway and the Netherlands (effective n between 40,072 and 317,209). We identified 17 independent genome-wide significant variants linked to 7 of 10 educational fields, with average heritability of 7%. The genetic signal is specific to field choice rather than educational level, persisting after controlling for years of schooling and confounding factors. By examining genetic clustering across specializations, we uncovered two key dimensions: technical versus social and practical versus abstract. We performed GWASs of these components and demonstrated distinct genetic correlations with personality, behavior and socioeconomic status. Our findings demonstrate that genomic research can illuminate ‘horizontal’ stratification, revealing insights into vocational interests and social sorting beyond traditional attainment measures.

• Demange, Perline Aline Delle; Boomsma, Dorret; Bergen, Elsje van & Nivard, Michel (2024). Educational attainment and psychiatric diagnoses: a national registry data and two-sample Mendelian randomization study. Nature Communications. 2(6), p. 668–679. doi: 10.1038/s44220-024-00245-x. Full text in Research Archive
• Malanchini, Margherita; Allegrini, Andrea G.; Nivard, Michel G.; Biroli, Pietro; Rimfeld, Kaili & Cheesman, Rosa Catherine Gillespie [Show all 16 contributors for this article] (2024). Genetic associations between non-cognitive skills and academic achievement over development. Nature Human Behaviour. doi: 10.1038/s41562-024-01967-9. Full text in Research Archive
• Ghirardi, Gaia; Gil-Hernández, Carlos J.; Bernardi, Fabrizio; Bergen, Elsje van & Demange, Perline (2024). Interaction of family SES with children's genetic propensity for cognitive and noncognitive skills: No evidence of the Scarr-Rowe hypothesis for educational outcomes. Research in Social Stratification and Mobility. ISSN 0276-5624. 92. doi: 10.1016/j.rssm.2024.100960. Full text in Research Archive
• Nordmo, Magnus; Kleppestø, Thomas Haarklau; Sunde, Hans Fredrik; Flatø, Martin; Demange, Perline & Torvik, Fartein Ask (2023). The association between parental internalizing disorders and child school performance. npj Science of learning. 8, p. 1–6. doi: 10.1038/s41539-023-00182-x. Full text in Research Archive Show summary

  Parents play a crucial role in children’s lives. Despite high prevalences of anxiety and depression, we do not know how these disorders among parents associate with child school performance in Norway. We use regression models to estimate associations between parental mental disorders and child school performance, while adjusting for some social and genetic confounders. Parental anxiety and depression were assessed from administrative registers of government funded health service consultations for all individuals in Norway with children born between 1992 and 2002. School performance was assessed as standardized grade point average at the end of compulsory education when children are 16 years old. Associations were also considered in samples of adoptees and among differentially affected siblings. We find that 18.8% of children have a parent with an anxiety or depression diagnosis from primary care during the last three years of compulsory education (yearly prevalence: 11.5%). There is a negative association between these parental mental disorders and child school outcomes (z = 0.43). This association was weakened, but statistically significant among differentially exposed siblings (z = 0.04), while disappearing in adoptee children. Many children experience that their parents have anxiety or depression and receive a diagnosis from primary care. On average, these children have lower school performance. The association is attenuated when comparing differentially exposed siblings and disappears in adoptee children. These results have a poor fit with the hypothesis that parental internalizing is an influential causal factor in determining children’s educational success.

• Demange, Perline A.; Hottenga, Jouke Jan; Abdellaoui, Abdel; Eilertsen, Espen Moen; Malanchini, Margherita & Domingue, Benjamin W. [Show all 14 contributors for this article] (2022). Estimating effects of parents’ cognitive and non-cognitive skills on offspring education using polygenic scores. Nature Communications. 13(1). doi: 10.1038/s41467-022-32003-x. Full text in Research Archive Show summary

  Abstract Understanding how parents’ cognitive and non-cognitive skills influence offspring education is essential for educational, family and economic policy. We use genetics (GWAS-by-subtraction) to assess a latent, broad non-cognitive skills dimension. To index parental effects controlling for genetic transmission, we estimate indirect parental genetic effects of polygenic scores on childhood and adulthood educational outcomes, using siblings ( N  = 47,459), adoptees ( N  = 6407), and parent-offspring trios ( N  = 2534) in three UK and Dutch cohorts. We find that parental cognitive and non-cognitive skills affect offspring education through their environment: on average across cohorts and designs, indirect genetic effects explain 36–40% of population polygenic score associations. However, indirect genetic effects are lower for achievement in the Dutch cohort, and for the adoption design. We identify potential causes of higher sibling- and trio-based estimates: prenatal indirect genetic effects, population stratification, and assortative mating. Our phenotype-agnostic, genetically sensitive approach has established overall environmental effects of parents’ skills, facilitating future mechanistic work.

• Demange, Perline; Nivard, Michel; Eilertsen, Espen Moen & Cheesman, Rosa Catherine Gillespie (2021). Comparing designs for estimating parental indirect genetic effects. Behavior Genetics. ISSN 0001-8244. Full text in Research Archive
• Lawn, Rebecca B.; Sallis, Hannah M.; Wootton, Robyn; Taylor, Amy E.; Demange, Perline & Fraser, Abigail [Show all 8 contributors for this article] (2020). The effects of age at menarche and first sexual intercourse on reproductive and behavioural outcomes: a Mendelian randomization study. PLOS ONE. Full text in Research Archive

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• Madhavan, Vaishnavi K; Demange, Perline Aline Delle; Ayorech, Ziada; Hottenga, Jouke Jan; Bartels, Meike & Ystrom, Eivind [Show all 8 contributors for this article] (2026). Bipolar Disorder and Education: Deciphering a Complex Relationship using Genetic and Sibling Differences. doi: https:/s3.amazonaws.com/ClubExpressClubFiles/971921/documents/BGA_2026_Final_Program_1883376854.pdf?AWSAccessKeyId=AKIA6MYUE6DNCQ7GISON&Expires=1790839847&response-content-disposition=inline%3B%20filename%3DBGA_2026_Final_Program.pdf&Signature=nfauyWIWzAanx8Du1HeYli1Hi0Q%3D. Full text in Research Archive
• Demange, Perline Aline Delle (2026). Beyond trio: genetic effects in the extended family. Full text in Research Archive
• Demange, Perline Aline Delle (2026). Beyond trio: genetic effects in the extended family. Full text in Research Archive
• Demange, Perline Aline Delle; Akingbuwa, Wonuola; Cheesman, Rosa Catherine Gillespie & Ystrom, Eivind (2026). A Genomic Test of Goodness-of-Fit: Using Personality Polygenic Indices to Model Parent–Child Fit during Development. Full text in Research Archive
• Demange, Perline Aline Delle; Cheesman, Rosa Catherine Gillespie; Akingbuwa, Wonuola & Ystrom, Eivind (2026). A Genomic Test of Goodness-of-Fit: Using Personality Polygenic Indices to Model Parent–Child Fit. Full text in Research Archive
• Tabori, Mia; Enander, Hilda; Ystrom, Eivind & Demange, Perline Aline Delle (2026). To What Extent Does Early Temperament Predict Symptoms of Anxiety and Depression in Adolescence? A Sibling Design. Full text in Research Archive
• Ofstad, Sverre Berg; Peng, Qiyuan; Ebeltoft, Joakim; Bjørndal, Ludvig Daae; Rayner, Christopher & Ayorech, Ziada [Show all 10 contributors for this article] (2026). PGI-by-Environment interactions: practical guidelines for robust research. Full text in Research Archive
• Demange, Perline Aline Delle (2026). Cognitive, Non-Cognitive, and Genetics: Perline Demange on Skills, Schooling, and Psychopathology. Full text in Research Archive
• Ystrom, Eivind; Demange, Perline Aline Delle; Cheesman, Rosa Catherine Gillespie; McAdams, Thomas Andrew; Eilertsen, Espen Moen & Timpe, Clara Marie Fides [Show all 8 contributors for this article] (2026). Child Personality Polygenic Indices and Parental Distress: Evidence of Active Gene-Environment Correlations and Interactions from Parent–Offspring Trios. doi: https:/osf.io/fwaqp/overview. Full text in Research Archive Show summary

  Child temperament and personality are conjectured to affect parental distress, and there are findings supporting such transactions. Yet, to date, there is no evidence for such evocative gene-environment correlations using exogenous within-family offspring genetic variation. Using 30 000 parent–offspring genotyped trios from the Norwegian Mother, Father and Child Cohort (MoBa), we test how child personality polygenic indexes (PGIs) independently affect maternal and paternal mental distress across the life course (age 16-60). The second longstanding hypothesis is that such child-to-parent transactions are non-additive due to gene-environment interactions. We will reveal the scope of this by estimating the expansion of within-person-timepoint parental mental distress over child personality PGIs. The third longstanding hypothesis is that the evocative effect is dependent on the parental personality, or the “goodness-of-fit”. We will examine moderation by parental Big Five PGIs to test if the effect of a child’s personality on parent depression depends on the parent’s own personality predispositions. This genetically controlled approach provides a novel and robust test of child- evoked effects across the life course. Results for both mothers and fathers will be presented, highlighting the power of child PGIs as a new tool to reveal intergenerational influences on parental mental distress.

• Ystrom, Eivind; Ayorech, Ziada; Bjørndal, Ludvig Daae; Timpe, Clara Marie Fides; Cheesman, Rosa Catherine Gillespie & Eilertsen, Espen Moen [Show all 8 contributors for this article] (2026). Child Personality Polygenic Indices and Parental Distress: Evidence of Active Gene- Environment Correlations and Interactions from Parent–Offspring Trios. doi: https:/bga.org/docs.ashx?id=1781704. Full text in Research Archive
• Qin, Qi; Demange, Perline Aline Delle; Eilertsen, Espen Moen; Cheesman, Rosa Catherine Gillespie & Ystrom, Eivind (2026). How Schools and Neighborhoods Shape the Translation of Polygenic Personality Indices into Academic Outcomes. Full text in Research Archive Show summary

  The Big Five personality traits are robust predictors of individual differences in academic outcomes, yet the mechanisms through which they shape the outcomes remain unclear. Building on our prior work showing contextual moderation of non-cognitive polygenic indices (PGI), we hypothesize that personality traits likewise do not exert uniform influences across contexts. Instead, their effects on academic outcomes emerge through dynamic interactions with the social and economic environments in which individuals develop. Recent GWAS on Big Five personality traits enable the construction of PGIs that quantify the individual-level genetic propensities, and are largely independent of the environment and minimize reverse causality. Using data from ~32,000 trios in the Norwegian Mother, Father, and Child Cohort Study (MoBa) linked to national school and residential registries, we apply multilevel models to investigate how personality-related PGIs contribute to students’ grade point average (GPA), and how these associations vary across latent school and neighborhood contexts. We further test the extent to which the measured socioeconomic status aggregates at the school and neighborhood level interact with individual liability in personality traits. This work aims to provide a comprehensive framework for understanding how individual propensities for personality become developmentally expressed into academic outcomes within real-world contextual ecologies.

• Ofstad, Sverre Berg; Demange, Perline Aline Delle; Ayorech, Ziada; Valstad, Mathias & Ystrom, Eivind (2026). Temporal Trends in the Severity and Impairment of Childhood and Adolescent ADHD: A Population-Wide Genetic Study in Norway. Full text in Research Archive Show summary

  By calculating family genetic risk scores for the entire for the entire Norwegian population for birth years 1992-2019, ages 6-16 (N ≈ 1.5M) we show that the reduction in functional impairment over time is largely attributed to a diagnostic expansion of less genetically severe cases. Those who are diagnosed today have lower levels of genetic risk, while simulatenously, there has been no change in the relationship between GPA at age 16 and genetic risk for ADHD.

• Ofstad, Sverre Berg; Demange, Perline Aline Delle; Ayorech, Ziada; Valstad, Mathias & Ystrom, Eivind (2026). Temporal Trends in the Severity and Impairment of Childhood and Adolescent ADHD: A Population-Wide Genetic Study in Norway. Full text in Research Archive Show summary

  By calculating family genetic risk scores for the entire for the entire Norwegian population for birth years 1992-2019, ages 6-16 (N ≈ 1.5M) we show that the reduction in functional impairment over time is largely attributed to a diagnostic expansion of less genetically severe cases. Those who are diagnosed today have lower levels of genetic risk, while simulatenously, there has been no change in the relationship between GPA at age 16 and genetic risk for ADHD.

• Demange, Perline Aline Delle (2025). Beyond trio: genetic effects in the extended family. Full text in Research Archive
• Demange, Perline Aline Delle (2025). Beyond trio: genetic effects in the extended family. Full text in Research Archive
• Demange, Perline Aline Delle (2025). Beyond trio: genetic effects in the entire extended family. Full text in Research Archive
• Ofstad, Sverre Berg; Demange, Perline Aline Delle; Torvik, Fartein Ask; Cheesman, Rosa Catherine Gillespie; Qin, Qi & Ystrøm, Eivind (2025). Using within-family polygenic indexes to examine sex-specific gene-environment interaction on GPA. Full text in Research Archive
• Peng, Qiyuan; Pettersen, Johanne Hagen; Sunde, Hans Fredrik; Rietveld, Cornelius A. (Niels); Cheesman, Rosa Catherine Gillespie & Demange, Perline Aline Delle [Show all 11 contributors for this article] (2025). Intergenerational Transmission of Education in Norway: A Triangulation Approach. Full text in Research Archive
• Peng, Qiyuan; Pettersen, Johanne Hagen; Sunde, Hans Fredrik; Rietveld, Cornelius A. (Niels); Cheesman, Rosa Catherine Gillespie & Demange, Perline Aline Delle [Show all 11 contributors for this article] (2025). Intergenerational Transmission of Education in Norway: A Triangulation Approach. Full text in Research Archive Show summary

  The intergenerational transmission of education is a critical topic in social science. Substantial empirical evidence shows that children of highly educated parents often achieve higher levels of academic success than those of less-educated parents (Blanden et al., 2024; Björklund and Salvanes, 2011). Both environmental and genetic factors contribute to the association between parental and offspring educational attainment. However, existing empirical research often conflates these effects due to methodological differences and data limitations, making the results challenging to interpret and sometimes yielding conflicting conclusions (Atav et al., 2024). These limitations restrict insights to intergenerational correlations rather than establishing causal effects. Our study addresses this gap by employing a triangulation approach, integrating multiple methods with distinct strengths and biases to examine whether parental education causally impacts offspring’s educational achievement. Specifically, by leveraging parent-child trios’ register data from Statistics Norway and genetic data from the Norwegian Mother, Father, and Child Cohort Study (MoBa), we apply multivariable regression analysis, entropy balancing, adoption design, and within-family Mendelian randomization to explore the causal relationship between parental educational attainment and offspring’s educational achievement (grade point average, GPA) in Norway. Our preliminary findings suggest a causal effect of parental educational attainment on offspring’s academic success during adolescence, with variations between maternal and paternal influences and differential effects by offspring sex. By isolating genetic confounders, this study enhances our understanding of the causal pathways in intergenerational educational transmission, offering valuable insights for addressing educational inequalities.

• Ayorech, Ziada Ng'ombo Laurel; Cheesman, Rosa Catherine Gillespie; Demange, Perline Aline Delle; Eilertsen, Espen Moen; Valstad, Mathias & Ystrøm, Eivind (2025). How the importance of family history and gender for receiving a depression diagnosis varies over GP’s. Full text in Research Archive
• Ayorech, Ziada Ng'ombo Laurel; Cheesman, Rosa Catherine Gillespie; Demange, Perline Aline Delle; Eilertsen, Espen Moen & Ystrøm, Eivind (2025). Leveraging family-based data reveals gene-environment interplay in life course depression. Full text in Research Archive
• Demange, Perline Aline Delle (2025). Beyond trio: genetic effects in the entire extended family. Full text in Research Archive
• Demange, Perline Aline Delle; Eilertsen, Espen Moen & Ystrøm, Eivind (2025). Beyond trio: genetic effects in the entire extended family. Full text in Research Archive
• Demange, Perline Aline Delle (2025). Opening remarks. Social science genetics: what, why, and how. 2025. Full text in Research Archive
• Demange, Perline Aline Delle; Eilertsen, Espen Moen & Ystrøm, Eivind (2025). Beyond trio: genetic effects in the extended family. Full text in Research Archive
• Ofstad, Sverre Berg; Demange, Perline Aline Delle; Cheesman, Rosa Catherine Gillespie; Qin, Qi; Torvik, Fartein Ask & Ystrøm, Eivind (2025). from DNA to GPA: a genetically informed study of the male disadvantage in schools. Full text in Research Archive
• Ayorech, Ziada Ng'ombo Laurel; Cheesman, Rosa Catherine Gillespie; Demange, Perline Aline Delle; Eilertsen, Espen Moen; Valstad, Mathias & Ystrøm, Eivind (2024). GEOGRAPHICAL STRATIFICATION IN RECEIVING A DEPRESSION DIAGNOSIS IN THE NORWEGIAN POPULATION. doi: https:/www.sciencedirect.com/science/article/abs/pii/S0924977X24005455. Full text in Research Archive Show summary

  Background Depression runs in families, has a striking female preponderance, and in 2030 is predicted to be the leading cause of disease burden worldwide. Receiving a depression diagnosis is critical for access to appropriate treatment to alleviate the debilitating symptoms associated with this common disorder. Evidence that patient characteristics can contribute to who receives a diagnosis is well documented, however the extent to which GP tendencies for diagnosing depression are geographically stratified is unknown, in part due to the sparsity of large scale diagnostic data in population cohorts. Methods Here we capitalize on registry data for ∼ 5 million Norwegian adults including all ICPC2 depression codes, GP, clinic and residential identifiers. Multilevel models are used to test whether the role of familial risk (i.e., affected siblings) in predicting diagnosis varies as a function of geographical location and GP characteristics. In addition we test whether GP diagnosing varies by patients genetic risk and self-report symptoms by adding depression polygenic scores and symptom checklist data for a subset of the population (200,000 genotyped participants in the Norwegian Mother Father and Child study (Moba)) to our models. Results We provide descriptions of depression clusters across the entire Norwegian country and critical insight into the path from symptoms to diagnosis. Crucially, this novel approach informs on whether provider leniency impacts the genetic signal captured in large scale genome-wide association studies of depression. Discussion These results will have implications for academics, clinicians and the more than 300 million individuals and their families suffering from depression worldwide.

• Ystrøm, Eivind; Eilertsen, Espen Moen; Cheesman, Rosa Catherine Gillespie; Ayorech, Ziada & Demange, Perline Aline Delle (2024). The dark matter of parenting – estimating the environmental importance of family members using genetics. Full text in Research Archive
• Cheesman, Rosa Catherine Gillespie; Anapaz, Ville; Alten, Sjoerd van; Abdellaoui, Abdel; Ebeltoft, Joakim Coleman & Porneso, Ralph Pascual Ortiz [Show all 16 contributors for this article] (2024). The Genetics of Educational Fields. Full text in Research Archive
• Demange, Perline Aline Delle (2024). Opening remarks. Social science genetics: what, why, and how. Full text in Research Archive
• Widding-Havnerås, Tarjei; Demange, Perline Aline Delle; Elwert, Felix; Borgen, Nicolai T.; Ystrom, Eivind & Zachrisson, Henrik Daae (2024). Estimating Returns to Education Using Genetically Informed Designs. Full text in Research Archive
• Widding-Havnerås, Tarjei; Demange, Perline Aline Delle; Elwert, Felix; Borgen, Nicolai T.; Ystrom, Eivind & Zachrisson, Henrik Daae (2024). Estimating Returns to Education Using Genetically Informed Designs. Full text in Research Archive
• Valstad, Mathias; Eilertsen, Espen Moen; Cheesman, Rosa Catherine Gillespie; Ayorech, Ziada; Demange, Perline Aline Delle & Eftedal, Nikolai Haahjem [Show all 8 contributors for this article] (2024). Indirect genetic effects of siblings. Full text in Research Archive
• Demange, Perline Aline Delle; Eilertsen, Espen Moen & Ystrøm, Eivind (2024). Beyond trio: genetic effects in the extended family and proximal environments. Full text in Research Archive
• Widding-Havnerås, Tarjei; Demange, Perline Aline Delle; Elwert, Felix; Borgen, Nicolai T.; Ystrøm, Eivind & Zachrisson, Henrik Daae (2024). Estimating Returns to Education Using Genetically Informed Designs. Full text in Research Archive
• Demange, Perline Aline Delle; Eilertsen, Espen Moen & Ystrøm, Eivind (2024). Beyond trio: genetic effects in the extended family and proximal environments. Full text in Research Archive
• Ofstad, Sverre Berg; Demange, Perline Aline Delle; Cheesman, Rosa Catherine Gillespie; Qin, Qi & Ystrøm, Eivind (2024). Nature Meets Schooling: Why Boys Fall Behind in GPA Despite Equal Genetic Potential (ESSGN). Full text in Research Archive
• Demange, Perline Aline Delle (2024). Onderwijs beschermt tegen psychiatrische diagnose. [Journal]. Algemeen Dagblad . Full text in Research Archive
• Demange, Perline Aline Delle (2024). Beyond trio: genetic effects in the extended family and proximal environments. Full text in Research Archive
• Ofstad, Sverre Berg; Demange, Perline Aline Delle; Cheesman, Rosa Catherine Gillespie; Qin, Qi & Ystrøm, Eivind (2024). Sex-specific gene x school interactions found by using within-family polygenic score and twin modelling. Full text in Research Archive
• Ofstad, Sverre Berg; Demange, Perline Aline Delle; Cheesman, Rosa Catherine Gillespie; Qin, Qi & Ystrøm, Eivind (2024). Nature Meets Schooling: Why Boys Fall Behind in GPA Despite Equal Genetic Potential. Full text in Research Archive
• Nordmo, Magnus; Kleppestø, Thomas Haarklau; Sunde, Hans Fredrik; Flatø, Martin; Demange, Perline & Torvik, Fartein Ask (2023). Author Correction: The association between parental internalizing disorders and child school performance (npj Science of Learning, (2023), 8, 1, (34), 10.1038/s41539-023-00182-x). npj Science of learning. 8(1). doi: 10.1038/s41539-023-00195-6. Full text in Research Archive
• Demange, Perline (2023). Causal inference in sociogenomics and different genetically-informed designs. Full text in Research Archive
• Demange, Perline; Eilertsen, Espen Moen; Nordmo, Magnus; Torvik, Fartein Ask; Lyngstad, Torkild Hovde & Nivard, Michel [Show all 8 contributors for this article] (2022). Genetic and pedigree designs to investigate the effects of parental psychopathology on children's school performance. Full text in Research Archive
• Allegrini, Andrea G.; Malanchini, Margherita; Nivard, Michel; Biroli, Pietro; Rimfeld, Kaili & Cheesman, Rosa Catherine Gillespie [Show all 15 contributors for this article] (2022). A MULTI-METHOD APPROACH TO UNCOVER THE CONTRIBUTION OF COGNITIVE AND NON-COGNITIVE SKILLS TO ACADEMIC ACHIEVEMENT THROUGHOUT THE SCHOOL YEARS. Full text in Research Archive
• Demange, Perline; Nivard, Michel; Eilertsen, Espen Moen & Cheesman, Rosa Catherine Gillespie (2021). Comparing designs for estimating parental indirect genetic effects. Full text in Research Archive
• Cheesman, Rosa Catherine Gillespie & Demange, Perline (2021). Genetic nurture: simulations of sub-components and biases. Full text in Research Archive

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