Gaming The System: Huge Proportion Of ‘Elite’ University Students Claiming Disabilities

Just when you thought the ongoing cultivation of weakness in American youth couldn’t get much worse, huge proportions of the student bodies at US universities are enrolling with official disability designations that bestow various accommodations upon the students who claim them. As you may have expected, the alarming trend is most pronounced at what are supposed to be the most “elite” institutions. 

We’re not talking about people in wheelchairs, but rather students snagging diagnoses for ADHD, anxiety and depression from indulgent doctors. “It’s rich kids getting extra time on tests,” an un-tenured professor at a selective university told The Atlantic‘s Rose Horowitch. Apparently fearing backlash, he requested anonymity. 

The numbers are jarring. Harvard and Brown’s undergraduate student body is 20% “disabled.” Amherst has hit 34%, while Stanford’s disability rate is a head-shaking 38%. At one unidentified law school, 45% of students have been awarded academic accommodations. In stark contrast, only 3 to 4% of students at public two-year colleges get disability accommodations. 

“Obviously, something is off here,” observes Emma Camp at Reason. “The idea that some of the most elite, selective universities in America—schools that require 99th percentile SATs and sterling essays—would be educating large numbers of genuinely learning disabled students is clearly bogus.”

Disabled students are often given time-and-a-half or double-time to finish a test, and the freedom to turn in papers well beyond the given due date. However, extra time isn’t the only benefit. At Carnegie-Mellon, a social-anxiety disorder can ensure a student isn’t called upon by a professor without advance notice.

Schools also let supposedly learning-disabled students take tests in “reduced distraction testing environments,” as being in a room with 80 other people is apparently just too taxing for them. However, a University of Chicago professor told the Atlantic that a deluge of students taking tests in the “reduced distraction testing environments” means those rooms are pretty much as “distracting” as a conventional classroom supposedly is.   

In what may be the most darkly amusing accommodation, a public college in California allowed a student to bring her mother to class — which backfired when the mother went beyond whatever role she was expected to play and eagerly participated in the discussions, tuition-free.  

Professor Paul Graham Fisher, who’d previously co-chaired Stanford’s disability task force, told the Atlantic:   

“I have had conversations with people in the Stanford administration. They’ve talked about at what point can we say no? What if it hits 50 or 60 percent? At what point do you just say ‘We can’t do this’?”

Plenty of these students are likely motivated by a cut-throat desire to gain advantage. However, equally bad, it’s possible a majority of these students sincerely consider themselves disabled. “Over the past few years, there’s been a rising push to see mental health and neurodevelopmental conditions as not just a medical fact, but an identity marker,” writes Reason’s Camp, who notes that social media and other factors foster a rush to attribute common human fallibilities as some kind of medical condition. “The result is a deeply distorted view of ‘normal,'” says Camp. “If ever struggling to focus or experiencing boredom is a sign you have ADHD, the implication is that a ‘normal,’ nondisabled person has essentially no problems.” 

The disability rush isn’t limited to elite college campuses. High school students are using disability designations to score extra time on SAT and ACT tests. “We are also well aware of fliers in the district circulating among parents of doctors in the area who are known to hand out ADHD diagnoses,” a high school teacher at an affluent public school told We Are Teachers. “In some cases, I think what’s happening is a pay-to-play situation.”

And the decline of the West proceeds apace…