Repeated trips to the principal’s office and growing dislike of school are good reasons to ask for a different approach. Boredom is a plausible explanation, and it’s worth checking what each child needs academically and what makes classroom participation difficult.

I’d start with these steps:

1. **Talk with each child separately.** Ask for specifics: “What work feels too easy?” “When do you get into trouble?” “What part of the day do you enjoy?” They may have different needs, even if their behavior looks similar.

2. **Request a meeting focused on a concrete plan.** Include the teacher and, if available, the gifted coordinator or school psychologist. Bring examples of work they find easy. Ask the teacher to track when disruptions happen—during repeated practice, waiting, difficult assignments, or transitions. That gives everyone something useful to work from.

3. **Ask the school to assess what they already know.** For material they have mastered, propose reducing repetitive practice and providing deeper problems, advanced reading, or a supervised project. Ask what gifted assessment and services are available. Pre-assessment can help teachers match instruction to a child’s learning needs. [National Association for Gifted Children guidance](https://www.nagc.org/news/why-assessment-literacy-matters-for-teaching-gifted-students)

4. **Discuss acceleration where appropriate.** A child might attend a higher-level math class while staying with their age group for other subjects. Whole-grade acceleration is another possibility requiring individual consideration. NAGC supports both subject and grade acceleration for advanced learners. [NAGC’s position on acceleration](https://www.nagc.org/news/acceleration)

5. **Build support for behavior into the plan.** Agree on scheduled movement breaks, a quiet signal from the teacher, and a clear activity to start after finishing work. Practice how to request help or a harder task politely. Your message can be: “We’ll help you get work that challenges you. You still need to let other people learn.”

6. **Keep other explanations open.** Bright children can also have attention or learning difficulties. If problems persist despite classroom changes, or occur in several settings, discuss them with their pediatrician and ask about an evaluation. School observations will help that conversation. [American Academy of Pediatrics guidance](https://www.healthychildren.org/english/health-issues/conditions/adhd/pages/early-warning-signs-of-adhd.aspx)

Set a review date in three or four weeks. Look for fewer disruptions, better engagement, and a change in how the children feel about school.

At home, make room for their interests and physical activity. If the school cannot provide suitable challenge and support, explore other schools or homeschooling, checking how each option would meet each child’s actual needs.

A useful opening for the meeting is: **“They’re becoming unhappy at school. Can we agree on a short trial of more challenging work and movement breaks, then review what changes?”**