Colleges Grapple with Surge in Students Claiming Dubious Disabilities

Education experts warn of "toxic entitlement" as students seek academic advantages through questionable disability claims.

Published on Feb. 9, 2026

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Reports reveal that college students across the United States, including up to 40% of students at Stanford University, are claiming to have disabilities in order to receive special accommodations like more time on tests. Education experts warn this is evidence of a "toxic entitlement" among the younger generation, as students seek to make college life "as easy as possible" rather than facing the rigors of higher education. The trend is seen as an abuse of systems meant to provide equal opportunities for students with real disabilities.

Why it matters

This issue raises concerns about the integrity of academic standards and the ability of colleges to properly serve students with legitimate disabilities. If a significant portion of the student body is exploiting disability claims, it could undermine the purpose of accommodation policies and disadvantage those who genuinely need support. The trend also reflects broader societal issues around entitlement and an unwillingness to face challenges.

The details

Recent data shows that at schools like Brown and Harvard, more than 20% of undergraduates are now registered as disabled, while at Amherst the number hits 34%. Professors warn this is not due to a surge in physical impairments, but rather students acquiring "dubious" diagnoses for conditions like ADHD, anxiety, and dyslexia in order to receive perks like extra test time and better housing. One Stanford student even admitted that 40% of their peers claim to be "disabled" to take advantage of the accommodations, despite not actually having a disability.

  • In February 2026, reports surfaced exposing the trend of college students abusing disability claims.
  • Data shows the percentage of students registered as disabled has steadily risen in recent years at elite universities like Brown, Harvard, and Amherst.

The players

Sarah Parshall Perry

Vice President and Legal Fellow at Defending Education, who says students with real disabilities are being "passed over" due to the surge in dubious claims.

Erika Sanzi

Senior Director of Communications for Defending Education, who says the trend reflects a "perverse incentive structure" that encourages students to claim identity labels for special accommodations.

Zachary Marschall

University of Kentucky Professor and Campus Reform editor-in-chief, who says being "uncomfortable is not a disability" and that this trend is symptomatic of Gen Z's "toxic entitlement".

Stanford University

The university acknowledged its previous reporting did not accurately reflect the number of students receiving academic accommodations, which is less than half the previously reported 38%.

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What they’re saying

“College Students with real disabilities—like mine— are being passed over for those who, as a result of insufficient high school preparation or otherwise, have sought to make things as easy as possible for themselves in the ordinarily rigorous college environment.”

— Sarah Parshall Perry, Vice President and Legal Fellow at Defending Education (Fox News Digital)

“Reasonable accommodations rightly exist to ensure equal opportunities for all students. However, being uncomfortable is not a disability and it is unreasonable to scheme for a single dorm room or easier testing conditions. This trend is symptomatic of Gen Z's toxic entitlement to feel comfortable, which higher education enables by accommodating students' self-centered expectations.”

— Zachary Marschall, University of Kentucky Professor and Campus Reform editor-in-chief (Fox News Digital)

What’s next

Stanford University has stated it will correct its previous reporting practices to more accurately reflect the number of students receiving academic accommodations, which is less than half the previously reported figure.

The takeaway

This issue highlights the need for colleges to carefully scrutinize disability claims and ensure accommodations are reserved for students with legitimate needs, rather than being exploited by those seeking academic advantages. Addressing this trend will require a balance of upholding academic standards while also protecting the rights of students with real disabilities.