Colleges report sharp increases in students receiving disability accommodations—figures range widely by institution but include Stanford reporting roughly 38% of undergraduates and Harvard about 21%—driven largely by diagnoses of ADHD, anxiety and depression and greater mental‑health support access. Universities say many requests reflect real medical need and reduced stigma; critics argue the rise risks diluting accommodations and creating competitive advantages in selective admissions and assessments. Prominent voices have described the trend as both overdue recognition and, conversely, an overreach that could incentivize gaming of accommodations systems. Campus disability offices are confronting capacity pressures, tighter verification standards, and questions about exam integrity; administrators must balance access, academic standards and legal obligations under the Americans with Disabilities Act.