identified as a "high ability student"

Maybe that's because the students aren't so ahead that they are bored even in a high performing school for your anecdotal case.

And for research:
https://www.nagc.org/resources-publications/gifted-education-practices/acceleration

And also "A Nation Deceived" volume 1:
http://www.accelerationinstitute.org/Nation_Deceived/ND_v1.pdf
"When great leaders reach society early, everyone benefits."
And also page 2 of that book, The 20 Most Important Points from Volume II of This Report
Acceleration is beneficial.

It sounds like something you should talk to you Head of Year about because it seems like your teachers have something against you and are treating you unfairly.

You didn't write these though - I present the opposite case and suggest we stop taking the thread off topic>

https://www.ukmt.org.uk/sites/default/files/ukmt/policies/2021-01%20The%20Education%20of%20Able%20Students.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/933682/EarlyEntry_AdHoc_Nov_2020.pdf

https://nrich.maths.org/9778

I didn't write those sources but neither did you for your sources.

One of your sources is what the government declares.
I have made a decent case to the contrary.

You claim for enrichment, but sometimes it isn't enough, sometimes people are just so far ahead, for instance Arran Fernandez going into Cambridge at 15.

From one of my sources, "A Nation Deceived"
“Adult surveys of gifted individuals reveal that they do not regret their acceleration. Rather, they regret not having accelerated more.”
From Lubinski, D.,Webb, R.M., Morelock, M. J., Benbow, C. P. (2001),“Top 1 in 10,000:A 10-year follow-up of the profoundly gifted,” in The Journal of Applied Psychology, 86, 718–729.
And tl;dr "The bottom line: Acceleration works. It must be included in the conversation about how to educate a highly capable child. It is time we stopped deceiving ourselves and our children."
Including you, if you're actually attempting to fight against acceleration.

Additionally "Genius Denied: How to Stop Wasting Our Brightest Young Minds"
https://www.amazon.com/Genius-Denied-Wasting-Brightest-Young/dp/0743254619
In this book, the Davidsons describe the “quiet crisis” in education: gifted students spending their days in classrooms learning little beyond how to cope with boredom as they “review” material they’ve already mastered years before. This lack of challenge leads to frustration, underachievement, and even failure. Some gifted students become severely depressed. At a time when the UK needs a deep intellectual talent pool, the squandering of future revolutionaries is a tragedy.

My experience with very few exceptions is that teachers can cope with students who have difficulty with work, love the hard working intelligent student, but feel threatened by the really outstanding,

Oh come on - what teacher feels 'threatened' by an eleven year old's intellect This is a bit over the top.

Oh come on - what teacher feels 'threatened' by an eleven year old's intellect This is a bit over the top.

Oh come on - what teacher feels 'threatened' by an eleven year old's intellect This is a bit over the top.

I didn't write those sources but neither did you for your sources.

One

Exactly - I have taught some amazing students - it's a pleasure to have someone really gifted to teach. There is so much maths out there that is far more interesting than an A level spec!

This is what you don't get!! You're saying it's a pleasure to teach the really gifted, but you can't, or at least the vast majority of teachers can't, because they are already way ahead of what you were studying at uni!

No - my students aren't 'ahead' of me and even if they were I can facilitate enrichment - remember teachers study more than their subject. In the PGCE we study pedagogy and more. Anyway, most of my department are subject specialists with a Masters.

This is what you don't get!! You're saying it's a pleasure to teach the really gifted, but you can't, or at least the vast majority of teachers can't, because they are already way ahead of what you were studying at uni!

The majority of teachers aren't trained for gifted education,

It's part of a PGCE ... please get facts straight before you post untruths. Of course, Private school teachers don't need a PGCE so they aren't trained.

I asked for YOUR research - you did not ask for mine.

You haven't made a case at all - I offer the damage to mental health of students like Ruth Lawrence. A young student cannot fully embrace university life - they are just not mature enough and this is, sadly, proved all too often.

I love teaching all students and it is a great delight to have someone really gifted. WHY the need to accelerate when there is so much out there to learn that is not tested in school. I have taught a number of post-docs and current lecturers at top unis - none of them were ever bored at school - nor were they accelerated.

There are great website like NRICH, UKMT and other that offer a different approach.

No they don't - all abilites can be catered for. Please stop as you are taking this thread WAY off topic and it isn't helping the OP.

All abilities can't be catered for, there are some people simply too intelligent for most teachers to take care of.

Yeah, the person saying that I ain't 'making a case' when I am is telling me to stop.

How is a regular teacher supposed to cater for a student in top 0.01% of capability, they might not have even experienced those students before. This is why we have gifted education specialists which most teachers are not.

And this is the bottom line, not your 'all abilities can be catered for' nonsense.
And for social-emotional effects, from my link: "Acceleration may have a small negative effect on a student’s scores on tests of self-acceptance or personal adjustment."
Just a small effect, which is usually outweighed by the academic and educational gains. And this is mostly due to the Big-Fish-Little-Pond Effect.

If we remove that effect the effect will be almost nothing.

I didn't write those sources but neither did you for your sources.

One of your sources is what the government declares.
I have made a decent case to the contrary.

You claim for enrichment, but sometimes it isn't enough, sometimes people are just so far ahead, for instance Arran Fernandez going into Cambridge at 15.

From one of my sources, "A Nation Deceived"
“Adult surveys of gifted individuals reveal that they do not regret their acceleration. Rather, they regret not having accelerated more.”
From Lubinski, D.,Webb, R.M., Morelock, M. J., Benbow, C. P. (2001),“Top 1 in 10,000:A 10-year follow-up of the profoundly gifted,” in The Journal of Applied Psychology, 86, 718–729.
And tl;dr "The bottom line: Acceleration works. It must be included in the conversation about how to educate a highly capable child. It is time we stopped deceiving ourselves and our children."
Including you, if you're actually attempting to fight against acceleration.

Additionally "Genius Denied: How to Stop Wasting Our Brightest Young Minds"
https://www.amazon.com/Genius-Denied-Wasting-Brightest-Young/dp/0743254619
In this book, the Davidsons describe the “quiet crisis” in education: gifted students spending their days in classrooms learning little beyond how to cope with boredom as they “review” material they’ve already mastered years before. This lack of challenge leads to frustration, underachievement, and even failure. Some gifted students become severely depressed. At a time when the UK needs a deep intellectual talent pool, the squandering of future revolutionaries is a tragedy.

PRSOM !!
People that say that all levels can be catered for have not in my opinion ever come across the truly gifted. Yes they can cope with the top of the year group child, but not the truly exceptional. For starters those children if nurtured at home have already researched most degree programs and more, but their thought processes and methods of approaching questions is nothing like what will be taught in schools. Being adamant that you can cope is exactly the kind of attitude that makes a truly gifted child's schooling so difficult.Forcing a child to sit through hours of lessons when he could be more productive and more stimulated in another environment is a waste of talent. I know what I'm talking about having experienced the system and its shortcomings first hand. 2 of my children followed the enrichment system and it was perfectly adapted for them, the third made himself sick to avoid going to school.( a highly selective state school) We were advised to see a neuro psychologist specialising in the detection of gifted children. It turned out that number three was that one in ten million child, so the chance that his teacher had covered enough in her pgce to cope with him were next to none and I can say in all honesty now that he's been through university and is completely integrated in a sector that valorises his difference, that the people that caused him the most problems during his education were those that point blank refused to accept their limits.