Manage Appeals
Petition Type: New
ID: 13329
Submitted: June 11, 2025 at 9:35:44 PM
First Name: Havishnaya
Last Name: Parameswaran
Pronoun: She/Her
Student Number: 20474910
Email: 23rb71@queensu.ca
Degree Program: BSH
Plan: LISC-S-3
Level of Study: 2
Petition Categories
Petition Categories: Waive the requirement to withdraw for one year
Petition Letter
Petition Letter: Dear Associate Dean (Academic)
I am respectfully petitioning to waive the Faculty's decision requiring my withdrawal from Queen's University for the 2025–2026 academic year. I acknowledge that my academic performance over the past year did not meet university standards. Unfortunately, I faced a series of unforeseen and serious circumstances that significantly impacted my academic performance. I am now receiving the necessary support to ensure my success moving forward.
Since September 2024, I have been struggling with severe mental health challenges, including depression, suicidal thoughts, and intense social anxiety. This intensified shortly after arriving on campus. I had moved three hours away from home, my friends, and my family, and found it incredibly difficult to form new friendships. Despite my best efforts, I remained socially isolated, eating alone, attending events alone, and returning to an empty dorm. Witnessing my peers form bonds and share joyful moments on social media heightened my feelings of loneliness. The one friend I came to Queen's with found support in her roommate, which made me feel behind. That happens normally; therefore, I do not blame her for it, but it made me feel as if I had lost any emotional support I possibly had.
As my depression worsened, I developed an eating disorder that caused me to lose over 30 pounds throughout the year. I began avoiding public spaces, especially campus dining areas because I often felt that I was being stared at and felt out of place. The lack of diversity in academic and social settings made me feel even more like an outsider. I missed several in-person biology labs due to discomfort within my lab group. I was the only visibly racialized person and often felt ignored or dismissed. I felt small.
In November, my mental health was further affected by the reoccurrence of a long-standing personal family issue involving infidelity. I have been aware of this situation for most of my life, but no one else in my immediate family has. Carrying this knowledge alone has always been emotionally heavy. When I discovered that the situation had resurfaced during the fall term, it reopened wounds I had worked hard to suppress. This added sadness, helplessness, and isolation at an already difficult time. I had no one I could confide in, and the shame of the situation made me feel like I couldn't speak about it.
During the second semester, I opened up to my mother and told her I was struggling and needed help. Unfortunately, my experience was invalidated. I opened up about my mental health struggles, severe anxiety, significant weight loss, and growing concern that I might be experiencing depression. Despite sharing these serious concerns, I was told that I
I am respectfully petitioning to waive the Faculty's decision requiring my withdrawal from Queen's University for the 2025–2026 academic year. I acknowledge that my academic performance over the past year did not meet university standards. Unfortunately, I faced a series of unforeseen and serious circumstances that significantly impacted my academic performance. I am now receiving the necessary support to ensure my success moving forward.
Since September 2024, I have been struggling with severe mental health challenges, including depression, suicidal thoughts, and intense social anxiety. This intensified shortly after arriving on campus. I had moved three hours away from home, my friends, and my family, and found it incredibly difficult to form new friendships. Despite my best efforts, I remained socially isolated, eating alone, attending events alone, and returning to an empty dorm. Witnessing my peers form bonds and share joyful moments on social media heightened my feelings of loneliness. The one friend I came to Queen's with found support in her roommate, which made me feel behind. That happens normally; therefore, I do not blame her for it, but it made me feel as if I had lost any emotional support I possibly had.
As my depression worsened, I developed an eating disorder that caused me to lose over 30 pounds throughout the year. I began avoiding public spaces, especially campus dining areas because I often felt that I was being stared at and felt out of place. The lack of diversity in academic and social settings made me feel even more like an outsider. I missed several in-person biology labs due to discomfort within my lab group. I was the only visibly racialized person and often felt ignored or dismissed. I felt small.
In November, my mental health was further affected by the reoccurrence of a long-standing personal family issue involving infidelity. I have been aware of this situation for most of my life, but no one else in my immediate family has. Carrying this knowledge alone has always been emotionally heavy. When I discovered that the situation had resurfaced during the fall term, it reopened wounds I had worked hard to suppress. This added sadness, helplessness, and isolation at an already difficult time. I had no one I could confide in, and the shame of the situation made me feel like I couldn't speak about it.
During the second semester, I opened up to my mother and told her I was struggling and needed help. Unfortunately, my experience was invalidated. I opened up about my mental health struggles, severe anxiety, significant weight loss, and growing concern that I might be experiencing depression. Despite sharing these serious concerns, I was told that I
Academic Plan
Academic Plan: A. Course of Study
I am currently enrolled in the Bachelor of Science (Honours) program at Queen’s University, specializing in Biochemistry. After exploring my academic interests and long-term goals, I have chosen to pursue the Drug Discovery and Human Toxicology plan within the Life Sciences field. This path aligns with my passion for pharmacology and supports my potential future career as a pharmacist. I am committed to meeting the academic requirements for this specialization and using my time at Queen’s to build a strong foundation.
To support my academic recovery and progression, I am currently taking CHEM 113, CHEM 114, and BIOL 102 during the Summer 2025 session to replace courses I was unable to complete during the 2024–2025 academic year. I also plan to take CHEM 117, the wet lab component, in Fall 2025. As CHEM 117 is a half-credit course, I will be enrolled in five classes in the Fall semester, followed by a four-course load in Winter 2026 and an additional summer session to further strengthen my academic standing and GPA.
B. Course Load & Scheduling
To maintain both academic progress and personal balance, I have planned the following course schedule:
- Fall 2025: Five courses (including CHEM 117 – 0.5 credit)
- Winter 2026: Four courses
- Summer 2026: Continued course enrollment to maintain academic progress
I have accounted for the Fall course load in my time management plan and incorporated academic and mental health support into my routine. I also intend to apply for bursaries and financial aid to help reduce financial stress and remain focused on my studies.
C. Strategies for Academic and Personal Success
Academic Support & Study Habits:
- Organized structured study sessions with my roommates every other school day, held in a campus library for 3–4 hours with breaks to maintain focus.
- Maintaining regular communication with my academic advisor to monitor my standing and adjust plans as needed.
- I will seek tutoring, actively engage in group work and peer learning, and utilize available academic resources.
Mental Health & Personal Wellness:
- I am currently working to find a therapist and will aim to schedule 2–3 therapy sessions per week, or as recommended, to address my anxiety, eating disorder recovery, and overall general well-being.
- I will collaborate with health professionals to develop and practice coping strategies for managing social and academic anxiety.
Routine & Accountability:
- Using a detailed weekly planner to manage class schedules, assignments, labs, self-care, and appointments.
- Doing weekly self-reflection to evaluate my progress and stay organized.
- I will maintain close contact with an academic advisor throughout the year to reassess my course load and progress toward my specialization and career goals.
D. Long-Term Academic Goals
- Maintain a GPA well above 1.60, with the goal of sustained academic improvement across each term.
- Successfully meet the requirements for the Drug Discovery and Human Toxicology specialization.
- Explore research and volunteer opportunities related to pharmacology and health sciences.
- Continue to seek help early when needed and reflect on what strategies work best for my academic and personal growth.
- Make responsible decisions about workload and prioritize balance so I can thrive academically and emotionally.
E. Closing Statement
I now have a clear understanding of the support available to me at Queen’s, and I am committed to both my studies and personal development. I am confident that with this structured, supported, and balanced approach, I will succeed and make a meaningful contribution to the Queen’s academic community as well as to my growth.
I am currently enrolled in the Bachelor of Science (Honours) program at Queen’s University, specializing in Biochemistry. After exploring my academic interests and long-term goals, I have chosen to pursue the Drug Discovery and Human Toxicology plan within the Life Sciences field. This path aligns with my passion for pharmacology and supports my potential future career as a pharmacist. I am committed to meeting the academic requirements for this specialization and using my time at Queen’s to build a strong foundation.
To support my academic recovery and progression, I am currently taking CHEM 113, CHEM 114, and BIOL 102 during the Summer 2025 session to replace courses I was unable to complete during the 2024–2025 academic year. I also plan to take CHEM 117, the wet lab component, in Fall 2025. As CHEM 117 is a half-credit course, I will be enrolled in five classes in the Fall semester, followed by a four-course load in Winter 2026 and an additional summer session to further strengthen my academic standing and GPA.
B. Course Load & Scheduling
To maintain both academic progress and personal balance, I have planned the following course schedule:
- Fall 2025: Five courses (including CHEM 117 – 0.5 credit)
- Winter 2026: Four courses
- Summer 2026: Continued course enrollment to maintain academic progress
I have accounted for the Fall course load in my time management plan and incorporated academic and mental health support into my routine. I also intend to apply for bursaries and financial aid to help reduce financial stress and remain focused on my studies.
C. Strategies for Academic and Personal Success
Academic Support & Study Habits:
- Organized structured study sessions with my roommates every other school day, held in a campus library for 3–4 hours with breaks to maintain focus.
- Maintaining regular communication with my academic advisor to monitor my standing and adjust plans as needed.
- I will seek tutoring, actively engage in group work and peer learning, and utilize available academic resources.
Mental Health & Personal Wellness:
- I am currently working to find a therapist and will aim to schedule 2–3 therapy sessions per week, or as recommended, to address my anxiety, eating disorder recovery, and overall general well-being.
- I will collaborate with health professionals to develop and practice coping strategies for managing social and academic anxiety.
Routine & Accountability:
- Using a detailed weekly planner to manage class schedules, assignments, labs, self-care, and appointments.
- Doing weekly self-reflection to evaluate my progress and stay organized.
- I will maintain close contact with an academic advisor throughout the year to reassess my course load and progress toward my specialization and career goals.
D. Long-Term Academic Goals
- Maintain a GPA well above 1.60, with the goal of sustained academic improvement across each term.
- Successfully meet the requirements for the Drug Discovery and Human Toxicology specialization.
- Explore research and volunteer opportunities related to pharmacology and health sciences.
- Continue to seek help early when needed and reflect on what strategies work best for my academic and personal growth.
- Make responsible decisions about workload and prioritize balance so I can thrive academically and emotionally.
E. Closing Statement
I now have a clear understanding of the support available to me at Queen’s, and I am committed to both my studies and personal development. I am confident that with this structured, supported, and balanced approach, I will succeed and make a meaningful contribution to the Queen’s academic community as well as to my growth.
Documentation
Professional Letter: Medical_Note_Havishnaya_Parameswaran.jpeg
Documentation Detail: Letter from a therapist
Documentation Detail: Just letting you know I attached my letter too since it doesn’t fully show and stays within the word limit.