I'll echo spaghetti and blackcat re working on social skills now. You also mentioned he's in a private school - is it a small school? It can be tough being in a small program if there's only one class per grade - even for neurotypical kids - it's challenging when social issues arise, and there are no other groups of kids to move toward when there's a falling out with one group. I don't know if that's the situation your ds is in, but if it is, honestly I'd consider maybe moving him to a different school if that's an option.
The other thing I'd look at is how is his ADHD impacting him in the classroom? He says he's bored, and he's obviously a very bright student - but is he able to focus and not be distracted when he's tasked with classwork? If he's having difficulty with that, it's possible that the difficulty isn't going to go away by advancing the level of challenge in the material (i.e. grade skipping). While it does happen that highly gifted kids can *look* like they have ADHD symptoms when they are under challenged, it's also sometimes easy to overlook as parents the very real impact of a 2e challenge. Dealing with how to accommodate, work through, and remediate challenges due to 2e is *so* much easier and so very important to tackle when a student is still in early elementary school. Not dealing with those challenges in early elementary can also take a huge toll on self esteem. Please know I'm not suggesting you aren't dealing with his ADHD, it's just a reminder that while the first thought we tend to jump to with our highly gifted kids and perceived boredom is - let's give them more academic challenge - it's really important when a student is 2e to be sure they're adequately prepared for the challenge, not only intellectually but in terms of their 2nd e.
FWIW, my 2e ds had an extremely difficult time making friends in elementary school. He's since been through several years of speech language therapy, a ton of work at home and at school etc - and he still, as a junior in high school, is dealing with not being "at grade level" compared to peers re communication. We didn't accelerate him via full grade skip, but gave him subject level acceleration as an option as soon as that was available in middle school. Elementary school is really tough - he was struggling with his challenge and also bored to tears with classroom discussions - but I'm glad we didn't accelerate him. He needed the extra time to work through the challenges of his 2nd e. We could have accommodated his 2nd e if he'd been accelerated, but the time was important too - had we lost a year of schooling we would have lost a year of working on social skills and communication.
Best wishes,
polarbear
