Dissecting the polygenic contribution of attention-deficit/hyperactivity disorder and autism spectrum disorder on school performance by their relationship with educational attainment.

Besides, PGS ADHDconcordant showed a trend towards the opposite direction of the association, with higher PGS ADHDconcordant associated with higher probability of school success, especially in primary language, where children at the highest quintile showed 1.24 times better performance than children in the first quintile (Fig. 3b and Supplementary Table 3 ).

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