Repeated trips to the principal and growing dislike of school are good reasons to seek a different approach. **Boredom is a plausible explanation, but it’s worth investigating rather than assuming**—and each child may need a different solution.

I’d start with these steps:

1. **Find out when things go wrong.** Ask each child, calmly and separately, which parts of school feel too easy, difficult, frustrating, or enjoyable. Ask teachers for specific examples: Does disruption happen during repetitive work, after finishing early, during transitions, or throughout the day? “Not paying attention” alone doesn’t tell you what needs to change.

2. **Ask for evidence of their learning level and a trial of more challenging work.** Meet with the teacher and, if available, the gifted education coordinator. Request pre-assessment in subjects where they seem advanced. If they already know the material, ask whether they can skip some repetition and use that time for deeper problems, advanced reading, or a meaningful project. This approach, called *curriculum compacting*, is supported by the [National Association for Gifted Children](https://www.nagc.org/curriculum-compacting). The key is appropriate challenge, rather than extra worksheets.

3. **Pair academic changes with practical behavior support.** Agree on movement breaks, a discreet reminder from the teacher, and something worthwhile to do when work is finished. Teach your children how to ask for help or challenge without interrupting others. You can acknowledge that boredom feels unpleasant while still helping them practice respectful classroom behavior.

4. **Set a review date.** Try the agreed changes for a few weeks, then compare engagement, completed work, office visits, and how the children feel about school. A useful opening is: “We want them learning and participating successfully. Could we check what they already know and try a plan that addresses both challenge and behavior?”

5. **Keep other explanations open.** If difficulties persist, discuss them with the school’s support team and their pediatrician. Being bright does not rule out attention or learning difficulties. An ADHD assessment, for example, considers functioning across settings and information from multiple adults; classroom disruption alone is insufficient. The [American Academy of Pediatrics explains that process here](https://www.healthychildren.org/English/health-issues/conditions/adhd/Pages/Diagnosing-ADHD-in-Children-Guidelines-Information-for-Parents.aspx).

At home, protect opportunities for play, movement, friendships, and interests they choose. Enrichment can keep curiosity alive, but the school day itself also needs attention.

If the school cannot provide appropriate challenge after a serious attempt, exploring subject acceleration, gifted programs, or another school setting is reasonable. Start by identifying what each child needs, then judge any alternative by how well it meets those needs.