Requests for disability accommodations have surged across campuses, driven largely by diagnosed ADHD, anxiety and depression and by greater access to mental‑health services. Stanford reports roughly 38–40% of undergraduates now receive accommodations; other selective institutions show double‑digit increases as well. Colleges and critics are at odds: administrators say the rise reflects improved access and reduced stigma, while some commentators warn of overdiagnosis and gaming of accommodations to secure academic advantages. ‘‘Accommodations’’ here refers to formal academic adjustments such as extended testing time, note‑taking services and modified assignment deadlines.