Data showing 40% of Stanford undergraduates received disability accommodations has renewed scrutiny of campus accessibility services and academic standards. Colleges nationwide report rising registrations for ADHD, anxiety and other conditions; Harvard reported 21% and elite liberal arts colleges have seen even larger increases, according to reporting and institutional disclosures. Universities and disability services say greater access and reduced stigma have driven demand; critics argue some students may be leveraging accommodations for competitive advantage. Public commentary from journalists and investors has framed the trend as both an expansion of support and a challenge to academic assessment and grading norms. For registrars, disability services and career offices, the trend affects exam design, proctoring, internship preparedness and recruiter expectations. Institutions must balance legal obligations, pedagogical integrity and workforce signaling as accommodations become a mainstream feature of the student experience.