Manage Appeals
Petition Type: New
ID: 14459
Submitted: June 12, 2026 at 5:57:25 PM
First Name: Blaise
Last Name: Xin
Pronoun: he/him
Student Number: 20478820
Email: 23rpcp@queensu.ca
Degree Program: BAH
Plan: N/A
Level of Study: 2
Petition Categories
Petition Categories: Waive the requirement to withdraw for one year
Petition Letter
Petition Letter: Dear Dr. Naaman,
I am writing to petition to waive my requirement to withdraw so that I am able to return to my studies in September 2026.
This past academic year has been extremely difficult for me, and I know that the results that I produced were not an accurate representation of me as a student. I struggled with severe mental health challenges that plagued many aspects of my life, which included being a student at Queens. I was unable to maintain a steady routine, attend classes consistently, and focus on schoolwork. I am not writing this to excuse the results, but to explain the circumstances behind them and to ask for the opportunity to return to my studies now that I am in a more stable space.
During this period of time, I was dealing with depression, anxiety, and substance-use-related concerns. These issues consistently made it difficult for me to function as a student, and even when I wanted to do well for myself by attending classes or preparing better for assessments, I often found myself unable to follow through on these goals as I needed to. I had trouble consistently attending classes and labs, staying focused, meeting deadlines, and studying effectively for exams. As a result, my performance suffered in my courses, especially those that relied on participation and lab performance. It also affected my ability to submit assignments on time and study for exams effectively because I was not able to maintain the concentration or routine needed to study and perform at the level I know I am capable of.
The hardest part of this experience was falling behind, but feeling unable to fix it on my own at the time. Repeated failed attempts to get my life back on track eroded any hope that things would get better. I understand that, from an outside perspective, results are most important; however, those academic issues were a result of what I was battling internally, not just carelessness about school.
In late February of 2026, a close friend and I had a serious conversation in which I opened up to him about my struggles, and he told me about SWS and suggested I give it a try. Since then, I have been receiving support and working with SWS to help with my mental health and substance-use-related concerns. I have also been continuously working with my family physician since the end of the academic year, and through this process, I have made meaningful progress in my mood, anxiety, coping skills, and ability to manage responsibilities, and I believe that I am in a much more stable position currently, compared to during the 2025-26 academic year. I intend to continue using the supports that have helped me improve to the position I am at today so that I can further improve before September arrives.
I am asking for my academic situation to be considered in light of the mental health struggles that directly affected my performance. I care about my education, and I would be grateful for the opportunity to return to Queen's with the stability and support I did not have before. I am aware that actions speak louder than words and that I will need to prove myself through my actions, but I believe I am ready to do that.
Thank you for taking the time to consider my petition.
Best Regards,
Blaise Xin.
I am writing to petition to waive my requirement to withdraw so that I am able to return to my studies in September 2026.
This past academic year has been extremely difficult for me, and I know that the results that I produced were not an accurate representation of me as a student. I struggled with severe mental health challenges that plagued many aspects of my life, which included being a student at Queens. I was unable to maintain a steady routine, attend classes consistently, and focus on schoolwork. I am not writing this to excuse the results, but to explain the circumstances behind them and to ask for the opportunity to return to my studies now that I am in a more stable space.
During this period of time, I was dealing with depression, anxiety, and substance-use-related concerns. These issues consistently made it difficult for me to function as a student, and even when I wanted to do well for myself by attending classes or preparing better for assessments, I often found myself unable to follow through on these goals as I needed to. I had trouble consistently attending classes and labs, staying focused, meeting deadlines, and studying effectively for exams. As a result, my performance suffered in my courses, especially those that relied on participation and lab performance. It also affected my ability to submit assignments on time and study for exams effectively because I was not able to maintain the concentration or routine needed to study and perform at the level I know I am capable of.
The hardest part of this experience was falling behind, but feeling unable to fix it on my own at the time. Repeated failed attempts to get my life back on track eroded any hope that things would get better. I understand that, from an outside perspective, results are most important; however, those academic issues were a result of what I was battling internally, not just carelessness about school.
In late February of 2026, a close friend and I had a serious conversation in which I opened up to him about my struggles, and he told me about SWS and suggested I give it a try. Since then, I have been receiving support and working with SWS to help with my mental health and substance-use-related concerns. I have also been continuously working with my family physician since the end of the academic year, and through this process, I have made meaningful progress in my mood, anxiety, coping skills, and ability to manage responsibilities, and I believe that I am in a much more stable position currently, compared to during the 2025-26 academic year. I intend to continue using the supports that have helped me improve to the position I am at today so that I can further improve before September arrives.
I am asking for my academic situation to be considered in light of the mental health struggles that directly affected my performance. I care about my education, and I would be grateful for the opportunity to return to Queen's with the stability and support I did not have before. I am aware that actions speak louder than words and that I will need to prove myself through my actions, but I believe I am ready to do that.
Thank you for taking the time to consider my petition.
Best Regards,
Blaise Xin.
Academic Plan
Academic Plan: If my petition is granted, I plan to return to Queen’s in September 2026 and shadow the Applied Economics Major plan. Although I am not currently registered in Applied Economics, this is the academic pathway I intend to work toward.
I completed ECON 110 with a B-, which shows that I was able to meet the first-year Economics course expectation for this pathway. However, because my cumulative GPA was below the required level for automatic admission into the plan, I am not currently registered in Applied Economics. My goal is to return to Queen’s, rebuild my academic standing, and shadow the Applied Economics plan responsibly while working toward meeting the necessary requirements.
Before returning, I will review my Academic Advisement Report on SOLUS and the Applied Economics plan requirements so that I clearly understand the courses, grades, prerequisites, and academic standing I need to achieve. I will also meet with an academic advisor before finalizing my course selection to confirm that shadowing Applied Economics is a viable option and that the courses I choose support my progress toward that plan.
I understand that shadowing a plan requires careful planning and realistic decision-making. I will not assume that admission into the plan is automatic. I will use academic advising to make sure that I am choosing appropriate courses, meeting prerequisites, and making informed decisions about my academic pathway. If written confirmation from the department is required for my intended plan or course selection, I will follow up with the appropriate Undergraduate Chair or Program Assistant.
My academic goal is to return with a clear direction and rebuild my standing in a way that supports my intended path. I am interested in Applied Economics, and I want to approach that goal responsibly by understanding the requirements, using advising, and making realistic academic decisions.
I plan to return as a full-time student. I do not have incomplete work from previous academic sessions, I do not need to work during the school year, and I do not believe I need a lighter course load at this time.
I understand that full-time study is a significant commitment. A full-time course load is not only the time spent in lectures, labs, and tutorials, but also the additional time required for readings, assignments, studying, exam preparation, and maintaining the supports that allow me to function well. Because I will not be working during the academic year and do not have incomplete coursework to finish, I will be able to make school my main responsibility.
Before finalizing my timetable, I will review the demands of each course carefully, especially courses with labs, participation marks, frequent deadlines, or major exams. Since my struggles this past year affected my attendance, participation, lab performance, assignment completion, and exam preparation, I need to make sure my full-time schedule is structured in a way that supports consistency and prevents me from falling behind.
To manage a full-time workload responsibly, I will review each course syllabus at the beginning of the term and identify heavier weeks in advance, including weeks with multiple deadlines, labs, tests, or exams. I will plan around those periods early instead of waiting until I am already overwhelmed. I will also avoid taking on extra non-academic commitments that interfere with my ability to manage school.
I will protect time for Student Wellness Services, because I understand that maintaining my mental health is part of maintaining my academic performance. My plan is to return full-time, but to do so responsibly, with school as my main priority and with enough structure to stay consistent.
If I notice early in the term that my workload is becoming difficult to manage, I will speak with an academic advisor or appropriate support before the situation becomes unmanageable. I do not currently believe I need a reduced course load, but I understand that I need to be honest with myself and seek advice early if my circumstances change.
The challenges that prevented my academic success were mainly connected to my mental health which hindered my ability to function consistently as a student. During the 2025-2026 academic year, my mental health struggles affected my ability to maintain a routine, attend classes and labs consistently, stay focused, meet deadlines, participate in courses, and study effectively for exams.
These challenges directly affected my academic performance. In courses with participation marks, I struggled because I was not always able to attend consistently, contribute, or stay engaged. In lab-based courses, I struggled with being present, prepared, and focused. For assignments, I had difficulty managing deadlines and completing work on time. For exams, my ability to study effectively was affected because I could not maintain the concentration, routine, or mental clarity needed to prepare properly.
Since then, I have taken steps to address the personal challenges that affected my studies. I have accessed support through Student Wellness Services for my mental health and substance-use-related concerns, and I have also worked with my family physician. These supports have helped me make progress in my mood, anxiety, coping skills, and ability to manage responsibilities. I intend to continue using these supports if I am allowed to return.
A major lesson I have learned is that I cannot wait until things become unmanageable before asking for help. Moving forward, if I notice my mental health affecting my attendance, concentration, sleep, deadlines, participation, lab performance, or exam preparation, I will treat that as an early warning sign and seek support right away. I will continue using Student Wellness Services and medical support as appropriate, and I will contact Queen’s Student Accessibility Services if I need to determine whether accommodations are appropriate based on my documented health circumstances.
To address academic demands, I will be more proactive with course content and expectations. At the beginning of each term, I will review every syllabus and record all deadlines, tests, labs, assignments, participation requirements, and exams in a calendar. If I have difficulty understanding course content, I will attend office hours, and contact professors or teaching assistants I will not wait until I am already behind before asking for clarification.
To improve my academic skills and work habits, I will focus on time management, assignment planning, exam preparation, and consistency. For assignments, I will break larger tasks into smaller steps and set earlier personal deadlines. For exams, I will begin studying throughout the semester instead of relying on last-minute preparation. I plan to review material weekly, create study notes earlier, and use practice questions or review material when available.
I also plan to use academic resources more consistently. I will use Student Academic Success Services for help with time management, study strategies, writing, and exam preparation. I will also use office hours, teaching assistants, academic advising, study groups, peer mentoring, or tutoring if I need additional support in a course.
My next steps before returning are to review my Academic Advisement Report on SOLUS, review the Applied Economics plan requirements, meet with an academic advisor, confirm that my planned courses support my pathway, and continue using wellness and medical supports. If serious circumstances interfere with my ability to complete academic work, I will use the Academic Consideration Request Portal instead of waiting until the situation becomes unmanageable.
I will also revisit this academic plan during the year to evaluate whether it is working. I will check whether I am attending classes and labs consistently, keeping up with assignments, preparing for exams early, using supports, and maintaining a healthy routine. If I am not meeting those expectations, I will seek guidance from an advisor, counsellor, professor, teaching assistant, or other appropriate support before my academic standing is affected again.
I understand that being allowed to return would be a responsibility, not just an opportunity. My goal is to return to Queen’s with a clear academic direction, a full-time workload plan, continued support, and practical strategies for success. I care about my education, and I am committed to returning with the structure, stability, and accountability necessary to succeed.
I completed ECON 110 with a B-, which shows that I was able to meet the first-year Economics course expectation for this pathway. However, because my cumulative GPA was below the required level for automatic admission into the plan, I am not currently registered in Applied Economics. My goal is to return to Queen’s, rebuild my academic standing, and shadow the Applied Economics plan responsibly while working toward meeting the necessary requirements.
Before returning, I will review my Academic Advisement Report on SOLUS and the Applied Economics plan requirements so that I clearly understand the courses, grades, prerequisites, and academic standing I need to achieve. I will also meet with an academic advisor before finalizing my course selection to confirm that shadowing Applied Economics is a viable option and that the courses I choose support my progress toward that plan.
I understand that shadowing a plan requires careful planning and realistic decision-making. I will not assume that admission into the plan is automatic. I will use academic advising to make sure that I am choosing appropriate courses, meeting prerequisites, and making informed decisions about my academic pathway. If written confirmation from the department is required for my intended plan or course selection, I will follow up with the appropriate Undergraduate Chair or Program Assistant.
My academic goal is to return with a clear direction and rebuild my standing in a way that supports my intended path. I am interested in Applied Economics, and I want to approach that goal responsibly by understanding the requirements, using advising, and making realistic academic decisions.
I plan to return as a full-time student. I do not have incomplete work from previous academic sessions, I do not need to work during the school year, and I do not believe I need a lighter course load at this time.
I understand that full-time study is a significant commitment. A full-time course load is not only the time spent in lectures, labs, and tutorials, but also the additional time required for readings, assignments, studying, exam preparation, and maintaining the supports that allow me to function well. Because I will not be working during the academic year and do not have incomplete coursework to finish, I will be able to make school my main responsibility.
Before finalizing my timetable, I will review the demands of each course carefully, especially courses with labs, participation marks, frequent deadlines, or major exams. Since my struggles this past year affected my attendance, participation, lab performance, assignment completion, and exam preparation, I need to make sure my full-time schedule is structured in a way that supports consistency and prevents me from falling behind.
To manage a full-time workload responsibly, I will review each course syllabus at the beginning of the term and identify heavier weeks in advance, including weeks with multiple deadlines, labs, tests, or exams. I will plan around those periods early instead of waiting until I am already overwhelmed. I will also avoid taking on extra non-academic commitments that interfere with my ability to manage school.
I will protect time for Student Wellness Services, because I understand that maintaining my mental health is part of maintaining my academic performance. My plan is to return full-time, but to do so responsibly, with school as my main priority and with enough structure to stay consistent.
If I notice early in the term that my workload is becoming difficult to manage, I will speak with an academic advisor or appropriate support before the situation becomes unmanageable. I do not currently believe I need a reduced course load, but I understand that I need to be honest with myself and seek advice early if my circumstances change.
The challenges that prevented my academic success were mainly connected to my mental health which hindered my ability to function consistently as a student. During the 2025-2026 academic year, my mental health struggles affected my ability to maintain a routine, attend classes and labs consistently, stay focused, meet deadlines, participate in courses, and study effectively for exams.
These challenges directly affected my academic performance. In courses with participation marks, I struggled because I was not always able to attend consistently, contribute, or stay engaged. In lab-based courses, I struggled with being present, prepared, and focused. For assignments, I had difficulty managing deadlines and completing work on time. For exams, my ability to study effectively was affected because I could not maintain the concentration, routine, or mental clarity needed to prepare properly.
Since then, I have taken steps to address the personal challenges that affected my studies. I have accessed support through Student Wellness Services for my mental health and substance-use-related concerns, and I have also worked with my family physician. These supports have helped me make progress in my mood, anxiety, coping skills, and ability to manage responsibilities. I intend to continue using these supports if I am allowed to return.
A major lesson I have learned is that I cannot wait until things become unmanageable before asking for help. Moving forward, if I notice my mental health affecting my attendance, concentration, sleep, deadlines, participation, lab performance, or exam preparation, I will treat that as an early warning sign and seek support right away. I will continue using Student Wellness Services and medical support as appropriate, and I will contact Queen’s Student Accessibility Services if I need to determine whether accommodations are appropriate based on my documented health circumstances.
To address academic demands, I will be more proactive with course content and expectations. At the beginning of each term, I will review every syllabus and record all deadlines, tests, labs, assignments, participation requirements, and exams in a calendar. If I have difficulty understanding course content, I will attend office hours, and contact professors or teaching assistants I will not wait until I am already behind before asking for clarification.
To improve my academic skills and work habits, I will focus on time management, assignment planning, exam preparation, and consistency. For assignments, I will break larger tasks into smaller steps and set earlier personal deadlines. For exams, I will begin studying throughout the semester instead of relying on last-minute preparation. I plan to review material weekly, create study notes earlier, and use practice questions or review material when available.
I also plan to use academic resources more consistently. I will use Student Academic Success Services for help with time management, study strategies, writing, and exam preparation. I will also use office hours, teaching assistants, academic advising, study groups, peer mentoring, or tutoring if I need additional support in a course.
My next steps before returning are to review my Academic Advisement Report on SOLUS, review the Applied Economics plan requirements, meet with an academic advisor, confirm that my planned courses support my pathway, and continue using wellness and medical supports. If serious circumstances interfere with my ability to complete academic work, I will use the Academic Consideration Request Portal instead of waiting until the situation becomes unmanageable.
I will also revisit this academic plan during the year to evaluate whether it is working. I will check whether I am attending classes and labs consistently, keeping up with assignments, preparing for exams early, using supports, and maintaining a healthy routine. If I am not meeting those expectations, I will seek guidance from an advisor, counsellor, professor, teaching assistant, or other appropriate support before my academic standing is affected again.
I understand that being allowed to return would be a responsibility, not just an opportunity. My goal is to return to Queen’s with a clear academic direction, a full-time workload plan, continued support, and practical strategies for success. I care about my education, and I am committed to returning with the structure, stability, and accountability necessary to succeed.
Documentation
Professional Letter: SWS - Academic Appeal Documentation-17.pdf
Document: 7eddcf53-415e-447d-b120-6e2ea2296b8d.pdf
Documentation Detail: Note From Family Doctor.