By toggling between “enhancement” and “treatment,” students not only dodge ethical questions but also avoid the stigma tied to having a formal diagnosis or learning difficulties. Claiming to enhance preserves their image of being “normal” or high-achieving without needing special accommodations, while the treatment narrative lets them justify use without admitting to outright cheating. This dual framing reflects how much social pressures shape their explanations, blending the desire for advantage with fear of judgment.