If you’ve watched your child or teen work to manage their focus in a world full of distractions, you understand how much effort it takes to build those concentration skills. You’re not imagining the challenge—and neither are the growing number of college students who are now accessing support to help them succeed academically. What’s happening at UC Berkeley tells an important story about awareness, access, and the reality that focus abilities develop on different timelines for different people.
Berkeley Sees Rising Support for Attention-Related Needs
UC Berkeley’s Disabled Students Program now serves 5,711 students, up from 4,153 just five years ago. Among those seeking academic support, 1,675 students—nearly 30 percent—are building their attention regulation and focus skills, making this the second-most common category after psychological and emotional needs. The data comes from the university’s annual report and reflects broader trends across higher education.
Research fellow Alvin Christian from the University of Michigan has tracked this pattern nationwide, finding that accommodation approvals have more than doubled from 4 percent to 10 percent of students between 2011 and 2024. His research shows these supports are working: students who receive accommodations demonstrate higher GPAs, fewer course withdrawals, and stronger persistence through graduation.
1,675 Berkeley students are building focus skills with support—and research shows it's working. Focus is trainable, not fixed.
Why More Students Are Seeking Support
The increase reflects improved awareness, not a sudden epidemic. Many students who would have struggled silently in previous generations are now understanding that their attention challenges are real, addressable, and worthy of support. This mirrors what many parents observe at home—the child who could focus for hours on activities they loved but seemed to hit a wall with less engaging tasks. That’s not a character flaw; it’s brain chemistry and dopamine regulation in action.
College presents unique challenges for students developing attention regulation skills: more distractions, less external structure, new social demands, and academic requirements that assume fully developed executive function. The truth is that focus abilities mature on different timelines, and many students reach college still building these essential skills.
We’re not able to address these questions because there aren’t any data that we’re aware of that have studied ‘abuse’ of disability accommodations.
Laura Lurns · Learning Success expert
Accommodations as Bridge, Not Crutch
Some critics have suggested that rising accommodation numbers indicate system abuse, but Richard Allegra from the Association on Higher Education and Disability points out there’s no research supporting this claim. The data actually suggests the opposite: accommodations help students succeed, and focus is a trainable skill that develops with the right support and practice.
What accommodations provide is breathing room—time for students to develop their attention capabilities while meeting academic demands. Extended test time, for example, acknowledges that processing speed varies among individuals. Priority registration helps students structure their schedules to match their developing executive function abilities. These aren’t shortcuts; they’re tools that level the playing field while skills strengthen.
Key takeaways
- Nearly 30% seek focus support: At UC Berkeley, 1,675 of 5,711 students with learning support are building attention regulation skills, the second-highest category.
- Accommodations boost success: Research shows students receiving support demonstrate higher GPAs, fewer withdrawals, and stronger persistence through graduation.
- Focus skills are trainable: The brain continues developing attention abilities throughout young adulthood, and targeted support helps build these essential capabilities.
Building Focus Skills Takes Time and Support
The Berkeley numbers reflect a generation that better understands how attention works and feels less shame about seeking support. This is progress. Programs like the SUCCEEDS ADHD Clinic at University of Maryland are pioneering focused attention training specifically designed for college students—recognizing that these skills continue developing well into young adulthood.
For parents of younger children who are working to build focus abilities, this data offers an encouraging perspective. The path to academic success isn’t always linear, and there are resources available at every stage. What matters most is building those foundational focus skills early, while understanding that the brain continues adapting and strengthening throughout life.
Every child has the capacity to build strong focus abilities—this is what the science of neuroplasticity proves again and again. When we stop labeling young people and start building their skills, remarkable things happen. The system that profits from diagnoses rather than development doesn’t want parents to know this truth: that with the right approach, attention regulation is as trainable as any other skill. If you’re ready to help your child build focus skills rather than wait for a diagnosis that defines them, the Learning Success All Access Program offers a free trial that includes a personalized Action Plan—and you keep that plan even if you decide it’s not the right fit.
See what All Access gives your child
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You describe what you see at home. We turn it into a plan you start this week.
- Answer 5 short questionnaires about what you already notice, 30–45 minutes at your own kitchen table
- Your child sits no test and gets no score: nothing to schedule, nothing for them to dread
- You do the answering, the AI does the writing, and a person reviews it before it reaches you
- Access all 40+ courses instantly: reading, math, focus, processing and more, with new ones added regularly
Why we use AI, plainly: it writes from a knowledge base our team maintains and audits. We work through it line by line and pull anything the evidence stops supporting. The roadmap you get on Tuesday reflects what we corrected on Monday, and a human still reads it before you do.
Your school district must evaluate your child free of charge if you ask in writing, whatever your income and whatever the outcome (US, 34 CFR 300.111 and 300.301(b)). That route takes time and answers a different question than you do. This one starts today, from what you already know.
Your answers stay yours. We do not sell your personal information, and we do not hand identifiable assessment data to outside AI companies to train their models.
A screener is a starting point, not a diagnosis. If your child might need formal accommodations (an IEP or 504 plan), or you suspect a vision, hearing or medical cause, pursue a professional evaluation too. That is the only route to those supports.
References
- Legal Insurrection - UC Berkeley Disability Accommodations Report
- The College Fix - Original Reporting on Berkeley DSP Data
- UC Berkeley Disabled Students' Program - Official DSP Website
