A Third of College Students Have Disabilities. What That Number Means.
Updated: Sep 25
A New York Times article published March 2, 2026 reported that at some colleges, more than a third of enrolled students have registered a physical or mental disability. At elite institutions, a population that was once 2 to 5 percent has grown to 10 to 25 percent or more. The article raised the possibility that students are gaming the system.
That framing deserves more precision. Neuropsychologists who conduct evaluations for the LSAT, MCAT, GRE, and other high-stakes exams work directly with this population. Jason Olin, PhD, conducts accommodations evaluations and finds that most student seeking accommodations need them put in place.
Why the Numbers Are Rising
ADHD and autism diagnoses have increased over two decades, driven by better diagnostic tools and broader clinical awareness. Anxiety disorders have become more prevalent among young adults since the COVID pandemic and are now more consistently recognized as functional impairments. Reduced stigma around mental health means students who once avoided disclosure are more willing to seek support, too.
Families have also become more familiar with the accommodation process. Parents who secured 504 Plans or IEPs during their child's K-12 years understand how to carry that documentation forward into college and eventually into graduate-level testing. That continuity of documentation shows that the system is working as intended.
The Problem with Documentation Quality
Most people seeking accommodations have real impairments. The documentation process exists because objective data is what distinguishes a valid request. When that process is applied rigorously, it does its job.
The cases worth scrutinizing are the ones where the evaluation is inadequate: a lack of standardized testing and performance validity data, with no connection between the diagnosis and the functional limitation that is being claimed claimed. What matters is whether there is objective neuropsychological data showing functional impairment under conditions relevant to the high-stakes test. A diagnosis alone in a high-achieving student does not meet that standard. Nor does a well written and thorough letter from a treating provider make the grade.
Adequate Documentation is Deep, Extensive, and Clear
For professional exams like the LSAT or MCAT, documentation standards are demanding by design. LSAC requires evidence of a current functional limitation under timed conditions, supported by standardized cognitive testing and a report that connects the data to the impairment claimed. The AAMC requires a comprehensive evaluation, prior standardized test scores, transcripts, and a documented history of prior accommodations. Both organizations review submissions against those criteria, and partial approvals are common when the data only partially supports the request.
A thorough neuropsychological evaluation includes formal assessment of attention, processing speed, executive function, memory, and academic achievement, along with performance validity testing to rule out symptom exaggeration. A written report can be more than 15 pages long and ties each accommodation recommendation to the test data.
That level of documentation takes time to build. Starting the process several months before an exam is key.
The Equity Issue Runs in Both Directions
Critics quoted in the article raised concerns about affluent students gaining disproportionate access to accommodations. That concern has some empirical basis. Neuropsychological evaluations are expensive and families with resources are better positioned to obtain them, understand the process, and establish documentation histories beginning in grade school.
What can be done about this disparity? Expand access to quality evaluations for students from under-resourced backgrounds who have real impairments and no clear path to documentation. That gap received less attention in the articl and it is a more direct problem to address.
Next Steps
Rising disability registration rates on college campuses reflect real diagnostic and cultural shifts. The cases that warrant scrutiny are the ones backed by weak or missing objective data.
If you are navigating the accommodations process for the LSAT, bar exam, MCAT, GRE, or GMAT and want to understand what documentation is required, schedule a free 15-minute consultation.
More detail on what that process involves is available on the Testing Accommodations Evaluations page.
Written by Jason Olin, PhD, Licensed Clinical Psychologist and Neuropsychologist.
Dr. Olin provides psychological and neuropsychological evaluations for high-stakes testing and licensing decisions, including FAA-related evaluations. He sees clients onsite in Newport Beach, California, and by telehealth across 43 PSYPACT states and New York.
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