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However, this assumption has yet to be empirically tested on a population scale. This study examines how neurodevelopmental, mental health, and personality traits interact with latent environmental contexts to enhance, maintain, or mitigate their educational performance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using the Norwegian Mother, Father and Child Cohort Study (MoBa), we estimated the association between 16 developmental traits and grade point average (GPA) in 26,875 children across environmental contexts in 2131 primary schools, 1075 middle schools, ~14,000 neighborhoods, 1471 districts, and 347 municipalities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Across the developmental traits, the effect on GPA ranged from \u22120.286 to 0.220. However, these effects varied substantially across environmental contexts (SD 0.022 to 0.090). Trait\u2010by\u2010context interactions were detected in primary schools (2 traits), middle schools (6 traits), neigbourhoods (0 traits), districts (3 traits), and municipalities (1 trait), respectively. Moderation magnitudes were largest for neurodevelopmental traits in primary schools. On average, the effects of ADHD and communication difficulties were \u22120.252 and \u22120.193. However, these effects differed substantially across primary schools with SD 0.090 and 0.070, implying\n                      <jats:italic>b<\/jats:italic>\n                      \u00a0&lt;\u00a0\u22120.370 and\n                      <jats:italic>b<\/jats:italic>\n                      \u00a0&lt;\u00a0\u22120.282 in 10% of schools. For average children, primary schools explained 0.504% of middle school GPA. Similarly, the effect of depression and extraversion was dependent on middle\u2010school environments (\n                      <jats:italic>b<\/jats:italic>\n                      \u00a0=\u00a0\u22120.128; SD\u00a0=\u00a00.058 and\n                      <jats:italic>b<\/jats:italic>\n                      \u00a0=\u00a00.024; SD\u00a0=\u00a00.022). Moreover, schools and districts with high GPAs tended to express lower detrimental effects on children's developmental traits.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Schools and residential areas function as educational catalysts, enhancing or mitigating the influence of developmental traits. High\u2010performing environments compensate for psychological challenges, whereas lower\u2010performing contexts exacerbate difficulties. Because the study integrated multiple traits and contextual levels, the analyses were exploratory and data\u2010driven, and the findings should be interpreted as hypothesis\u2010generating. These results suggest a need for both context\u2010sensitive and individually tailored educational interventions.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcv2.70100","type":"journal-article","created":{"date-parts":[[2026,2,4]],"date-time":"2026-02-04T17:09:13Z","timestamp":1770224953000},"source":"Crossref","is-referenced-by-count":0,"title":["Children's psychological traits and educational performance: How schools and residential areas moderate how individual traits translate into academic outcomes"],"prefix":"10.1002","volume":"6","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-4241-0724","authenticated-orcid":false,"given":"Qi","family":"Qin","sequence":"first","affiliation":[{"name":"Department of Psychology PROMENTA Research Center University of Oslo  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rosa","family":"Cheesman","sequence":"additional","affiliation":[{"name":"Department of Psychology PROMENTA Research Center University of Oslo  Oslo Norway"},{"name":"PsychGen Centre for Genetic Epidemiology and Mental Health Mental Health and Quality of Life Norwegian Institute of Public Health  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3444-4251","authenticated-orcid":false,"given":"Espen Moen","family":"Eilertsen","sequence":"additional","affiliation":[{"name":"Department of Psychology PROMENTA Research Center University of Oslo  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4390-6171","authenticated-orcid":false,"given":"Eivind","family":"Ystrom","sequence":"additional","affiliation":[{"name":"Department of Psychology PROMENTA Research Center University of Oslo  Oslo Norway"},{"name":"PsychGen Centre for Genetic Epidemiology and Mental Health Mental Health and Quality of Life Norwegian Institute of Public Health  Oslo Norway"},{"name":"Centre for Research on Equality in Education University of Oslo  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,2,4]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00127\u2010020\u201001934\u20105"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_11_4_1","unstructured":"Baker F. 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