Submit an Academic Petition or Appeal

Petition Letter: To the Academic Petitions Committee,

I am writing to respectfully request academic consideration for the Winter 2025 term. Specifically, I am requesting a Credit Granted notation for SOCY 122 and ASTR 101, and a late drop of the DR for RELS 131. These requests are based on significant extenuating psychological circumstances that arose during the term and were beyond my control, directly impacting my academic performance.

Following where it started, my first semester, as I entered the Winter term, I experienced a level of isolation I had never felt before. I had come to university without knowing anyone and struggled to build meaningful social connections. During this time, I entered the midst of a depressive episode, which I did not initially recognize, as I had never experienced anything similar before. I felt a deep sense of embarrassment about my condition and did not feel comfortable speaking to anyone about it.

My situation was further complicated by my family background, where mental health is not openly discussed and is often considered a taboo subject. Because of this, I did not feel that I could reach out to my family for support. At the same time, I had not yet developed a support system at university. This left me feeling completely isolated, without emotional or social support, at a time when I needed it most.

As the term progressed, my mental health deteriorated significantly. I experienced a loss of motivation, difficulty concentrating, and a growing sense of hopelessness. Tasks that were once routine became overwhelming. At my lowest point, I struggled to get out of bed, maintain personal organization, or fulfill even basic academic, social, and personal responsibilities. This was a drastic change from my usual level of functioning, as I had always been organized and academically engaged in high school.

These circumstances had a direct and substantial impact on my academic performance. In SOCY 122 and ASTR 101, I was unable to keep up with readings, attend consistently, or adequately prepare for assignments and assessments. My declining mental health made it extremely difficult to focus, remember information, or complete coursework to the best of my ability. As a result, my performance in these courses does not accurately reflect my academic capabilities.

Similarly, my experience in RELS 131 was significantly affected. As my condition worsened, I fell behind in course requirements and was ultimately unable to complete the course successfully. I am currently retaking RELS 131 and am performing at a much higher level, earning A and B grades on assignments. This improvement demonstrates that my previous performance was not indicative of my abilities, but rather the result of the circumstances I was facing at the time.

Although I struggled significantly in these courses, I performed somewhat better in my Film and Psychology classes because I had previously been very interested in those subjects and believed I could use them to convince myself that everything was still okay. At the time, I was trying to justify and deny the seriousness of what I was experiencing by putting slightly more effort into the courses I felt naturally connected to. I hoped that if I could still succeed in areas I enjoyed, it meant my mental health was not truly affecting me. However, even in those classes, I was not performing to my full potential, and my ability to maintain engagement was limited by the same underlying challenges.

The situation was further complicated by the academic disruption caused by the strike during the term. This created additional uncertainty and made it easier for me to disengage from my coursework, as I began to rationalize that my efforts were not worthwhile. This mindset, combined with my declining mental health, contributed to a cycle of avoidance and further academic difficulty.

I also experienced increasing withdrawal from my social and personal responsibilities. For example, I was unable to maintain communication with future housemates regarding important arrangements, which led to further stress and reinforced my sense of failure and isolation. This created a negative feedback loop in which my inability to meet expectations intensified my emotional distress, which then further impaired my academic functioning.

Once I began to understand the severity of my situation, I took steps to address it. I sought support from a mental-health professional and began working on strategies to manage my symptoms and improve my overall well-being. Through this process, I have developed a better understanding of my mental health and how to navigate challenges more effectively. I am now in a significantly more stable position and better equipped to succeed academically.

I want to emphasize that these circumstances were entirely uncharacteristic of my prior academic performance and personal habits. The decline I experienced during the Winter 2025 term was the result of an unexpected and severe mental-health challenge, compounded by isolation and lack of support.
In light of these documented extenuating circumstances, I respectfully request that the committee grant a Credit Granted for SOCY 122 and ASTR 101, and approve a late drop for RELS 131. I am committed to my academic progress and confident that my current performance more accurately reflects my abilities.
Thank you for your time and consideration.

Sincerely,
Geneva Cho