Gene editing in high school; a matter of time

Gianna Gordon

Grade 10

The ability to edit genes has existed for decades but has only recently entered the mainstream conversation with the advent of CRISPR/Cas9, which is a type of technology that can quickly and efficiently make changes to almost any gene in any plant or animal. One may have seen a documentary about individual experimentation with CRISPR/Cas9 or heard about the more sensational potential uses of gene-editing technology such as the ability to engineer aspects such as physical attributes, intelligence, athletic ability, and more in your future children. But high school students are starting to experiment with

There are three forms of genetic testing: diagnostic, carrier and predictive testing.

CRISPR/Cas9 in classrooms, opening a new chapter in the availability to learn about gene editing and a wider debate about the uses and ethics of the technology.

There are three forms of genetic testing: diagnostic, carrier and predictive testing. Diagnostic testing involves identifying current disease states. This includes prenatal and newborn screening- the most common forms of genetic testing. Carrier testing determines whether an individual carries a certain genetic trait. Predictive testing is used to determine whether a person has a genetic mutation that will lead to a late onset disorder. CRISPR is usually used in this kind of testing, which is usually conducted in otherwise healthy individuals with a positive family history and no symptoms of disease.

CRISPR stands for Clustered Regularly Interspaced Short Palindromic Repeats. CRISPR works like this: scientists start with RNA which is a molecule that can read the genetic information in DNA. The RNA finds the place in the nucleus of a cell where edits need to be made and leads

Cas9 to the precise spot on the DNA. Cas9 then attaches itself to the double-stranded DNA, unzips it, and snips the DNA at the spot to be edited. Scientists can then edit the DNA before the cell, sensing an issue, repairs the break. Scientists can also use the technology to turn genes on or off.

CRISPR is mostly being used as a solution to treat issues that already exist in animals and people. Some of the ways CRISPR is being used right now is in agriculture- to genetically modify crops to be more plentiful, or healthier, in animal husbandry- to create livestock with improved breeding traits, and, most recently, in patients with inherited blood disorders.

It is estimated that in the future gene editing could cure almost 90% of genetic defects.

But the future of CRISPR is likely proactively changing human genomes to edit out genetic diseases, which has yet to be a widely accepted use. Think about it- if CRISPR can snip away a mutated gene in a person, then a child eventually born to that person would not carry the mutation, nor would any of that person’s children or grandchildren. The family’s genetic line would be permanently altered by the removal of the code for that genetic disease. It is estimated that in the future gene editing could cure almost 90% of genetic defects.

So should we learn about gene editing in high school? Some high school students are already starting to use CRISPR kits in biology classes or will soon. One such kit uses a specialty tool where students will be able to precisely edit genes in E. coli bacteria using CRISPR technology and learn about the relationship between genes, proteins, and traits. One of the advantages of learning in school would be the ability to do hands-on investigations of a realworld topical issue. One of the disadvantages is there could be personal opinions and views about the ethics of learning to edit DNA. Either way, it is likely that CRISPR or future technology will make its way into classrooms.

The use of CRISPR in the classroom brings up some serious ethical issues that might delay the timing of the rollout into classrooms, and could cause concerns if students have the power to use gene editing technology to experiment on themselves or others. For this reason, when CRISPR is eventually introduced into Biology classes at Leman Manhattan, it should be prefaced by a mandatory Bioethics course that would allow students to develop an understanding of biological concepts and the philosophical debates underlying difficult questions stemming from new technology before doing any experiments.

CRISPR goes much deeper than the potential knowledge of future medical issues and that is something we must all prepare for. As the founder of CRISPR Jennifer Doudna stated, “The more we know, the more we realize there is to know.” So why postpone CRISPR - this gateway into the future - in which our children and generations after will have to navigate if we don’t first.

References and further reading

Anon, (2010). Genetic Ethics 101 | Bioethics.com. [online] Available at: https://bioethics.com/genetic-ethics-101.

Innovative Genomics Institute (IGI). (n.d.). CRISPR Made Simple. [online] Available at: https://innovativegenomics.org/crispr-made-simple/ [Accessed 1 Apr. 2023].

Fulda, K.G. and Lykens, K. (2006). Ethical issues in predictive genetic testing: a public health perspective. Journal of Medical Ethics, 32(3), pp.143–147.

doi:https://doi.org/10.1136/jme.2004.010272.

Lutz, E. (2022). CRISPR in the Classroom. The New York Times. [online] 27 Jun. Available at: https://www.nytimes.com/interactive/2022/06/27/science/crispr-anniversary-classroomexplainer.html. www.uhnresearch.ca. (n.d.). CRISPR: The Promise and Controversy | UHN Research. [online]

Available at: http://www.uhnresearch.ca/news/crispr-promise-and-controversy