The goal of the European Social Science Genetics Network (ESSGN) is to integrate genetic information in the social sciences to improve our understanding of a range of long-standing questions, including the roots of inequality, the 'nature versus nurture' debate, and the significance of the interplay between environments and genes in shaping individuals' lives. Building on the significance of teacher quality (proxied by teachers’ value-added in cognitive and non-cognitive skills) in influencing student outcomes, our study within the network aims to investigate whether children with low/high genetic predispositions to education benefit more/less to varying levels of teacher quality within the ALSPAC cohort. This investigation involves aligning data on teacher and school quality with genotyped parents and children from ALSPAC to investigate the influence of teachers on life chances, and potential moderation of this relationship by children’s genetic predisposition.