Welcome!
It is not particularly unusual for very young children to have some scatter in testing, as they tend to be inconsistently testable for perfectly unremarkable developmental reasons. So the substantial scatter in VS and FR tasks may or may not be meaningful. In any case, the scatter didn't end up affecting his global composites much, as neither of the low subtests is included in the FSIQ or GAI. He does have a qualifying score for DYS, btw, as the GAI is sufficiently high. (Assuming he is a US person. If not, there may be resources in your community that use similar qualification criteria.) The substantial difference between FSIQ and GAI would also suggest that the GAI is a better representation of his learning potential than the FSIQ is; I would view the GAI as currently more important to his educational planning.
His lower WMI and PSI (relatively) are also not particularly unusual, either for GT or for very young children, again for unremarkable developmental reasons.
To your questions:
1. I believe your existing data suggests that he is already so far ahead that he finds school-based academic disengaging. This gap is likely to widen over time, rather than diminish, given his assessed ability.
2. Yes, at least in part. If he has spent two years realizing that his age peers are working on the rudiments of skills that he has already mastered long ago, he may have developed masking behaviors, so that he won't appear different from his peers. This is especially likely in a socially-oriented child. This also answers some of your first question--if he continues to be in settings where his academic and cognitive abilities are far outside the norm, he will likely continue to experience internal or external pressure to hide his natural curiosity for the sake of fitting social norms.
Despite placement in a play-based school, I expect he has noticed that his interests are far different academically from those of his classmates. So even though academics are all interest-led, there is plenty of feedback (intentional or unintentional) that his academic interests are not normative, which he may be interpreting as "bad". Hence, the hiding and resistance to being taught.
Far from being apathetic, he would appear to be deeply motivated to find common ground with his age-peers, and seems to be working very hard to feel accepted by them.
