Fig. 1.

Flow chart of educational transitions of our Swedish study cohort. Starting with the original cohort (a), we first censor individuals with a registration for the particular psychiatric disorder being examined prior to age 17. (b) Major depression obsessive-compulsive disorder, bipolar disorder, schizophrenia, anorexia nervosa, alcohol use disorder, and drug use disorder were censored from the sample. In each of the subsequent boxes, we give (i) the sample size of subjects, (ii) the % of the relevant group with that outcome and the mean family genetic potential (FGP) for educational attainment as a standardized z score. At the next stage, the remaining individuals are divided into those who had no recorded grades for ‘basic’ high school (group C) and those who had recorded grades (group D). Among those in group D, we distinguish between those who completed basic high school on time (ages 15–16 – group D1) and those who were delayed in completing basic high school (group D2). Those in group D then had three possible further educational outcomes. Either they never started upper high school (group E), started but did not complete upper high school (group F) or completed upper high school (group G). We also distinguish those in group G who completed pre-college upper high school (group G1) and those who completed vocational upper high school (group G2).