Recent reports indicate a significant trend among college students in the U.S., suggesting that a notable proportion, including roughly 40% at Stanford University, are claiming disabilities to secure special accommodations like extended test times. This phenomenon is raising concerns among education experts.
Data shows that, in prestigious institutions such as Brown and Harvard, over 20% of undergraduates are registered as disabled. At Amherst College, the figure stands at 34%. However, educators express skepticism, arguing that this isn’t necessarily a true increase in disability. Instead, many students seem to be acquiring dubious diagnoses for conditions like ADHD, anxiety, and dyslexia—often alongside desirable benefits like extra time for exams and improved housing options.
A Stanford student noted, “Of course she didn’t have a disability. She knew it, and I did too. But she figured out early what many Stanford students eventually realize: the Office of Accessible Education offers perks such as private testing rooms and exemptions from certain academic requirements for those identified as ‘disabled.’
Several education professionals have voiced their concerns, suggesting that the current system allows for abuse, ultimately harming those genuinely in need. Sarah Parshall Perry, from Defender Education, stated, “Students with real disabilities are being overshadowed by others trying to ease their way through a demanding academic environment, partly due to insufficient preparation in high school.”
She added that the rising number of students declaring disabilities reflects an overall unpreparedness for real-world challenges among the younger generation.
Erica Sange, a director focused on education advocacy, remarked that the situation reveals a flawed incentive structure that encourages students to label themselves for special accommodations, even when they may not have a valid disability.
Some students have even opted out of Stanford’s extensive meal plan, citing “religious dietary restrictions.” Dr. Zachary Marshall, a University of Kentucky professor, commented that while reasonable accommodations are vital for equitable opportunity, discomfort does not constitute a barrier. He criticized this trend as a sign of a growing entitlement among Gen Z, suggesting that universities are catering too much to these self-centered expectations.
Stanford University responded to media inquiries by indicating that they are reassessing their methods of reporting accommodations. They acknowledged that the current data doesn’t accurately represent the number of students actually receiving support and noted a discrepancy in previously reported figures, stating that only 12.5% of undergraduates received academic accommodations in the fall of 2025.
