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That's what I would agree with because of my parents' problems and teacher problems even if I'd say I could have done better by taking my own initiative.

Though even if I had a more asynchronous profile I will still choose the skip in hindsight and fix my problems via discipline or if necessary a psychiatrist to advocate that I am fit for higher education early.

I'm not a parent yet, but perhaps I'll have kids in the next few years. For now, I tutor students, and many of them have asynchronous development and yet wish to skip grades.

There have been a few main issues that seem to recur:

1) Rigid authorities
I knew many of them would say the students have to be mature socially, emotionally, and physically (compared to their age) as well as academically to skip 1-2 grades, but I know this isn't quite true. Yet some of my students think to not skip because the gap felt insurmountable even when perhaps it might not be. Also I knew many students with disciplinary issues who still wanted to skip - is there a way to advocate for them?

Any tips or help for this? Theoretically they can improve their aerobic capacity and listen to learning materials by Zone 2 and 3 runs and their top end speed by Zone 4 and Zone 5 runs? As for social and emotional maturity perhaps we could find some tolerant people to help improve their social-emotional maturity?

2) A lack of study skills
As similar to Faylie's post - How to get child to actually "study" - I have seen this in many students who think the gap is insurmountable but actually it can be closed with study skills and discipline. Yet I knew students who can't even finish 5 minutes of proper study in one go - any tips for improving this? If they cannot even finish 5 minutes of proper study then how would one manage 2-4 hour exams later on in education?

3) Social backlash (potential discrimination and harassment).
Especially if the students appear to struggle at first even if the struggle was merely temporary that could be fixed by improved studying, or assessing them for 2e (taking into account their developmental level, not chronological age)? Some people said that if they were struggling in their age grade and things they need to learn without the pressures of university-level academics (for middle and high school students) but the alternative is that the pressure of university-level academics is a wake up call for them to improve before they may be on a course of destruction. Does anyone know how to distinguish between these? In some cases the social backlash could meet the threshold of discrimination and harassment so perhaps labelling and official psychiatric letters declaring minors fit for college could be necessary?

Feel free to ask though you may need to advocate and get the adjustments necessary