Manage Appeals
Petition Type: New
ID: 14448
Submitted: June 9, 2026 at 5:27:14 PM
First Name: Jack
Last Name: Burstein
Pronoun: he/him
Preferred Name: Jack
Student Number: 20532946
Email: 24wnn2@queensu.ca
Degree Program: BSH
Plan: BIOL
Level of Study: 1
Petition Categories
Petition Categories: Drop a course after the academic deadline, Request credit (CR) standing in a course or courses
Code: ASTR 100
Term: Winter
Year: 2026
Petition Category: Drop a course after the academic deadline
Code: MATH 121
Term: Fall/Winter
Year: 2026
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Ping Li
Section/Class Number: 002
Code: BIOL 103
Term: Winter
Year: 2026
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Fran Bonier
Section/Class Number: 003
Code: CHEM 112
Term: Fall/Winter
Year: 2026
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Hugh Horton
Section/Class Number: 002
Code: PSYC 100
Term: Fall/Winter
Year: 2026
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Jeffery Stewart
Section/Class Number: 001
Petition Letter
Petition Letter: Dear Associate Dean (Academic),
Nature of Request
- Late Drop: ASTR 101
- Credit Standing (CR): PSYC 100, CHEM 112, BIOL 103, MATH 121
Circumstances
- My family experienced a serious crisis involving my former stepfather that escalated during Reading Week.
- On February 27–28, he experienced a substance-induced psychiatric episode that caused destruction to the family home and created an unsafe environment.
- Our dog was displaced during the incident, which required emergency travel and coordination between Kingston, Ottawa, and Toronto.
- Throughout March, there were ongoing threats, financial instability involving a mortgage account, and online harassment involving my siblings and friends.
- My mother was unable to safely return to Toronto, which added to the stress and uncertainty for my family.
- I had additional travel on March 20 and April 1–2 to assist my family and help with the process of removing my former stepfather from the home.
- The crisis caused constant hypervigilance, intrusive worry, fragmented sleep, and severe worsening of my ADHD symptoms and executive functioning.
- Specific effects included difficulty initiating and sustaining tasks, inability to maintain study routines, rapid loss of momentum after disruptions, heightened distractibility during reading and problem solving, and impaired working memory when attempting multi-step problems.
- Even when I was physically in Kingston, I was repeatedly pulled into emergency calls, logistics, and legal/financial updates, which prevented the uninterrupted study blocks required for cumulative courses.
Timeline
- February 27–28: Psychiatric episode, home destroyed, unsafe environment, and emergency family travel.
- March: Continuous threats, financial instability, online harassment, and my mother being displaced from the home for safety reasons.
- March 19: Student Wellness appointment documenting the impact on my ADHD symptoms, concentration, and academic functioning.
- March 20: Travel to Ottawa related to the family crisis.
- April 1–2: Travel to Toronto to assist with removing my former stepfather from the home; returned to Kingston immediately before exams.
Impact on Academics
- I could not maintain consistent study routines or focus properly on cumulative coursework.
- ASTR 101: I was unable to recover academically. I did not drop the course earlier because I believed I could still catch up, but I did not fully understand the extent of the crisis’s impact until after the drop deadline had passed.
- PSYC 100, CHEM 112, BIOL 103, and MATH 121: I passed the required components, but my grades reflected the crisis period rather than my academic ability under normal circumstances.
- Increased distractibility and impaired working memory made it difficult to retain lecture material, complete multi-step problems, and perform under timed exam conditions. This directly lowered my exam and assignment performance, especially in courses requiring cumulative understanding and steady weekly preparation.
Steps Taken / Plan Moving Forward
-I have started daily journaling to monitor my mental health and recognize early signs of becoming overwhelmed.
- I will break coursework into smaller weekly tasks and micro-tasks to better support ADHD management.
- I will communicate earlier with instructors, Academic Advising, and Student Wellness if future crises arise.
- I plan to use academic consideration, extensions, or exam deferrals earlier if circumstances begin affecting my ability to complete work.
- I am taking a summer course to reduce next year’s course load and build a more stable academic routine.
- I am establishing stronger boundaries around personal situations that interfere with my academics.
Documentation Provided
- Restraining order against former stepfather.
- Travel records for February 27, March 20, and April 1.
-Student Wellness documentation confirming the impact on ADHD symptoms, concentration, and academic functioning.
- Supporting letter from my mother confirming the timeline, seriousness of the crisis, safety concerns, and travel disruption.
- Additional non-graphic photos of property damage can be provided if required.
Requested Remedy
* Late Drop: ASTR 101
* Credit Standing: PSYC 100, CHEM 112, BIOL 103, MATH 121
Sincerely,
Jack Burstein
20532946
Nature of Request
- Late Drop: ASTR 101
- Credit Standing (CR): PSYC 100, CHEM 112, BIOL 103, MATH 121
Circumstances
- My family experienced a serious crisis involving my former stepfather that escalated during Reading Week.
- On February 27–28, he experienced a substance-induced psychiatric episode that caused destruction to the family home and created an unsafe environment.
- Our dog was displaced during the incident, which required emergency travel and coordination between Kingston, Ottawa, and Toronto.
- Throughout March, there were ongoing threats, financial instability involving a mortgage account, and online harassment involving my siblings and friends.
- My mother was unable to safely return to Toronto, which added to the stress and uncertainty for my family.
- I had additional travel on March 20 and April 1–2 to assist my family and help with the process of removing my former stepfather from the home.
- The crisis caused constant hypervigilance, intrusive worry, fragmented sleep, and severe worsening of my ADHD symptoms and executive functioning.
- Specific effects included difficulty initiating and sustaining tasks, inability to maintain study routines, rapid loss of momentum after disruptions, heightened distractibility during reading and problem solving, and impaired working memory when attempting multi-step problems.
- Even when I was physically in Kingston, I was repeatedly pulled into emergency calls, logistics, and legal/financial updates, which prevented the uninterrupted study blocks required for cumulative courses.
Timeline
- February 27–28: Psychiatric episode, home destroyed, unsafe environment, and emergency family travel.
- March: Continuous threats, financial instability, online harassment, and my mother being displaced from the home for safety reasons.
- March 19: Student Wellness appointment documenting the impact on my ADHD symptoms, concentration, and academic functioning.
- March 20: Travel to Ottawa related to the family crisis.
- April 1–2: Travel to Toronto to assist with removing my former stepfather from the home; returned to Kingston immediately before exams.
Impact on Academics
- I could not maintain consistent study routines or focus properly on cumulative coursework.
- ASTR 101: I was unable to recover academically. I did not drop the course earlier because I believed I could still catch up, but I did not fully understand the extent of the crisis’s impact until after the drop deadline had passed.
- PSYC 100, CHEM 112, BIOL 103, and MATH 121: I passed the required components, but my grades reflected the crisis period rather than my academic ability under normal circumstances.
- Increased distractibility and impaired working memory made it difficult to retain lecture material, complete multi-step problems, and perform under timed exam conditions. This directly lowered my exam and assignment performance, especially in courses requiring cumulative understanding and steady weekly preparation.
Steps Taken / Plan Moving Forward
-I have started daily journaling to monitor my mental health and recognize early signs of becoming overwhelmed.
- I will break coursework into smaller weekly tasks and micro-tasks to better support ADHD management.
- I will communicate earlier with instructors, Academic Advising, and Student Wellness if future crises arise.
- I plan to use academic consideration, extensions, or exam deferrals earlier if circumstances begin affecting my ability to complete work.
- I am taking a summer course to reduce next year’s course load and build a more stable academic routine.
- I am establishing stronger boundaries around personal situations that interfere with my academics.
Documentation Provided
- Restraining order against former stepfather.
- Travel records for February 27, March 20, and April 1.
-Student Wellness documentation confirming the impact on ADHD symptoms, concentration, and academic functioning.
- Supporting letter from my mother confirming the timeline, seriousness of the crisis, safety concerns, and travel disruption.
- Additional non-graphic photos of property damage can be provided if required.
Requested Remedy
* Late Drop: ASTR 101
* Credit Standing: PSYC 100, CHEM 112, BIOL 103, MATH 121
Sincerely,
Jack Burstein
20532946
Documentation
Professional Letter: Emily Blacker letter.pdf
Document: Supporting Documents-2.pdf
Documentation Detail: I added all documents into one