Genes Related to Education Also Predict Frailty Among Older Adults in the United States

Brooke Huibregste, University of Colorado Boulder
Breanne Newell-Stamper, University of Colorado Boulder
Jason D. Boardman , University of Colorado

Using data from a sample of 5,344 non-Hispanic and white adults from the Health and Retirement Study (HRS), we expand on research that links education and frailty among older adults by considering the role of genes associated with education. We calculate a genome-wide polygenic score (PGS) for education and demonstrate a strong and negative association between genes associated with education and symptoms of frailty in later life using two different indicators of frailty (Deficit accumulation and the Paulson-Lichtenberg frailty index). We also show that this association exists above and beyond years of completed education and we demonstrate that this association becomes weaker as older adults approach their 80s. Our results contribute to the education-health literature and suggest new and important pathways through which years of education may be linked to successful aging.

See paper

 Presented in Session 132. Biodemography of Aging