The Intersection of Genetic Heritage and Environmental Factors in Classroom Behavior: A Comprehensive Review with Epigenetic and Sociological Perspectives
Makaleler > Tam Makale · 2026
Yazarlar: Dr. Gülçin ITIRLI ASLAN, Hüseyin GÖKSU, Prof. Dr. Kürşat Şahin YILDIRIMER
International Journal of Social Science and Human Research, Uluslararası, 2026, cilt 09
Özet
The Intersection of Genetic Inheritance and Environmental Factors in Classroom Behavior: A Comprehensive Review from Epigenetic and Sociological Perspectives This review synthesizes current evidence on how genetic inheritance and environmental contexts converge to shape classroom behavior through epigenetic and sociological pathways. We frame the discussion within gene–environment interplay (GxE) and gene–environment correlation (rGE), foregrounding epigenetic mechanisms (DNA methylation, histone modification, noncoding RNAs) as potential mediators between experience and behavior, with particular attention to learning environments, family contexts, school climate, and neighborhood factors. A biosocial/sociological lens is employed to integrate molecular evidence with relational dynamics, educational practice, and policy implications, including trauma-informed pedagogy and equity-centered interventions. Key empirical strands indicate that genetic propensities do not deterministically fix behavior; environmental contexts modulate expression and can, in some cases, reverse environmentally induced epigenetic marks through interventions. Methodological considerations emphasize multi-level, longitudinal designs and ethically attuned approaches to studying genetics in educational settings. This abstract outlines the scope for subsequent sections that detail theoretical frameworks, epigenetic perspectives in education, sociological considerations of inequality and classroom dynamics, measurement and intervention strategies, and methodological/ethical challenges.