Submit an Academic Petition or Appeal

Petition Letter: * Sidenote: To avoid any confusion I wanted to clarify that I previously (around a week ago) submitted a deadline waiver for 2 of my other courses, which is still under review. Those courses date back to the Fall 2023 semester. I’m petitioning separately since I’m on the verge of the deadline for this one.


I am writing to formally request the late drop of a course (or the next available compromise to have the F removed from my cumulative GPA calculation), that I failed throughout the Winter 2024 semester. That time period was marked by substantial and unrecognized personal and mental health challenges. My delay in submitting this petition stems from the time it took to receive an official diagnosis and access accommodations. My conditions were only officially recognized by QSAS on March 3rd 2025.
Throughout my 1st academic year I struggled substantially with difficulties that I now understand were symptoms of ADHD and a moderate anxiety disorder. Although the documentation attached confirms that my diagnosis was concluded on January 30th, 2025, the symptoms were present well before then. Particularly intensifying during my first 2 terms at the university. It wasn’t until I returned home for the summer and reunited with my family, who don't reside in Canada, that I began to acknowledge the severity of what I had been experiencing. Discussions with my family doctor led to further assessments and over time a clearer understanding of my challenges emerged.

These conditions had a profound effect on my academic performance and overall well being. I struggled daily with attention regulation and organization. Exams and assignments became sources of extreme distress. I suffered panic attacks that I had never before experienced in such magnitude. Even when I studied diligently I found myself entering a state of panic during exams. Both, during the examinations and while studying, I felt unable to think clearly or retrieve information. The panic attacks were often unprovoked and unpredictable which made it incredibly difficult to function in high pressure academic settings. I completely blanked on the exam of this course. At the time, I lacked the insight and resources to recognize what was happening. And I had no access to proper support systems due to not having a family doctor in the area and being far from home.
Then there was the combined burden of being a freshman student that was adapting to university life and trying to figure out how the system functioned.

All these factors coupled together (unaddressed neurodevelopmental and mental health challenges) led to a downward spiral. Simple academic tasks became overwhelming, and my performance deteriorated despite my best efforts. Without a diagnosis I also had no access to academic accommodations.
Since seeking help and receiving a formal diagnosis, both my academic and personal life have improved considerably. Over the Summer of 2024 I took time to reflect, consult with my doctor back home, and begin therapy. I joined support groups and began actively learning strategies to manage my symptoms. These efforts have had a demonstrably positive effect on my academic record. As demonstrated from the fact that I have not failed any courses since and my cumulative GPA has improved from 2.4 (Winter 2024) to 3.25 by Fall 2024. If we consider only the Fall 2024 semester my GPA stands at 3.6.
This progress reflects the tremendous effort I’ve invested in understanding and managing my conditions, and I believe it also demonstrates my commitment to academic success now that I am equipped with the tools and support I previously lacked.

As part of my academic improvement journey I also retook some of the courses I previously failed. I successfully completed 2 of them (CISC101 and STAT263) and earned an A+ and a B. I attempted to retake ASTR101 this semester. Which is also the last standing one of my failed courses. But the uncertainty caused by the academic strike disrupted exam preparation and began to trigger a familiar pattern of anxiety. Rather than risk another academic setback, I chose to drop the course while continuing to perform well in the other 4 I’m currently enrolled in. If possible, I could retake the same course next year. I found that taking 4 courses per term, rather than the standard 5, has significantly improved my ability to stay on top of material and recover when experiencing periods of heightened anxiety. This change has created space for flexibility and has helped me prevent academic burnout.
To maintain a good academic trajectory and not get too far behind I plan to take summer courses and manage my elective credits in a way that distributes my workload more evenly throughout the year. I’ve also made significant personal adjustments. I now attend regular study groups which has proven highly effective for my focus and productivity. They provided me with a sense of accountability and reduced the isolation that previously amplified my academic challenges. Before university I believed that collaborative learning would be a distraction which is why I never considered it.

I kindly ask for your understanding and support in granting this petition. I believe this course grade doesn't accurately reflect my potential or effort but rather a period of overwhelming challenges. I am now in a much better place academically, mentally and emotionally and I am determined to continue this way.
Thank you for your time.