Colleges are contending with parallel pressures on student success: disability accommodations for neurodivergent and mental‑health conditions have surged at elite campuses, even as educators warn that widespread AI adoption risks eroding learning outcomes beyond cheating concerns. Data cited in national reporting show disability registrations have climbed sharply—Stanford reported about 38% of undergraduates receiving accommodations—fueling policy debates over access, diagnostic standards and academic integrity. Meanwhile, thought leaders and academics argue that AI’s pervasive adoption across campus operations could hollow out rigorous learning if institutions prioritize policing over pedagogical redesign. Who’s involved: Stanford and other elite universities, disability‑services offices, researchers and commentators writing on AI in higher education. Why it matters: institutions must reconcile growing accommodation needs with curriculum design and AI governance to preserve learning quality and equitable assessment.