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

Objective: This article expands on research that links education and frailty among older adults by considering the role of genes associated with education. Method: Data come from a sample of 7,064 non-Hispanic, white adults participating in the 2004-2012 waves of the Health and Retirement Study. Frailty was measured with two indices: (a) The Frailty Index which corresponds to a deficit accumulation model; and (b) The Paulson-Lichtenberg Frailty Index which corresponds to the biological syndrome/phenotype model. Genes associated with education were quantified using an additive polygenic score. Associations between the polygenic score and frailty indices were tested using a series of multilevel models, controlling for multiple observations for participants across waves. Results: Results showed a strong and negative association between genes for education and frailty symptoms in later life. This association exists above and beyond years of completed education and we demonstrate that this association becomes weaker as older adults approach their 80s. Discussion: The results contribute to the education-health literature by highlighting new and important pathways through which education might be linked to successful aging.

Automated summary

The study explores the negative association between genes associated with education and frailty symptoms in later life among older adults. This association goes beyond educational attainment and weakens as older adults approach their 80s, highlighting new pathways through which education may be linked to successful aging.