Colleges are seeing large increases in students seeking disability accommodations, with top institutions reporting double‑digit shares of undergraduates registered. The trend reflects rising mental‑health diagnoses, broader access to care, and evolving definitions of disability — forcing disability services offices to expand capacity and prompting debate about academic standards and equity. Administrators emphasize that many accommodations respond to legitimate needs, but critics warn of potential gaming and signal dilution. Institutions are reviewing documentation standards, staffing models and faculty training to ensure compliance with the Americans with Disabilities Act while preserving academic rigor.