If you work in a secondary teaching job, how do you feel about being told that genetic influence is accountable for nearly 60 per cent of the variation in GCSE exam results?

Research suggested that nature rather than classroom nurture is the most important factor when it comes academia.

Scientists from King's College London came to the conclusion after analysing the exam performance of 11,000 identical and non-identical 16-year-old twins in the UK. They suggested difference caused by environmental factors - meaning things such as teaching and families - accounted for about 36 per cent of the variation.

Leader of the study Nicholas Shakeshaft said: "Since we are studying whole populations, this does not mean that genetics explains 60 per cent of an individual's performance, but rather that genetics explains 60 per cent of the differences between individuals, in the population as it exists at the moment.

"This means that heritability is not fixed - if environmental influences change, then the influence of genetics on educational achievement may change too."

Another of the scientists Professor Robert Plomin, director of the Twin Early Development Study at King's College's Institute of Psychiatry, said it was important to recognise how genetics impacted on academic achievement, but stressed that the right kind of education systems can still make a big difference. 

Teachers were told they should adapt to children's individual abilities and needs, which are informed from their genetic predispositions.

The study was funded by the Medical Research Council and Professor Michael O'Donovan, who works there, called for more research to now be conducted to ascertain how educational strategies can take advantage of the latest findings.

If you have experience teaching in a secondary school classroom, what do you think about this? Do your lessons already take the needs of the individual into account? 

Let us know your thoughts on the nature and nurture debate and how it will affect teaching jobs.