Submit an Academic Petition or Appeal

Petition Letter: Dear Dr. Stephenson,

Queen¿¿s University has a long-standing tradition of students maintaining high academic standards. I generally consider myself to be one of these students, but due to a series of linked circumstances, I did not meet Queen¿¿s or my own expectations during my first year. As a result, I would like to appeal the Faculty¿¿s decision that I withdraw for 12 months, and I would like to remove the failed grades I received in HIST 108 (Fall, 2020) and ECON 110 (Fall/Winter, 2020-2021) from my transcript.

The COVID-19 pandemic and its impact on our daily lives has been difficult for many people, particularly myself. I recognize that everyone has been affected by the pandemic, but its restrictions on in-class learning, school life, and personal relationships had a severe and negative impact on my academic performance. I have had slight run-ins with anxiety beginning at the end of middle school and extending throughout my high school years, but it had always been relatively manageable and did not become overwhelming until I started at Queen¿¿s. I have always been a top student, excelling in my academics, athletics, and being very involved in school extracurriculars, which is why it came as such a shock when I began to quickly spiral out and never really get back on track.

In the early fall of 2020, I started strong in all of my online classes at home in Ottawa. It was a new learning environment with some challenges, but nothing felt insurmountable. By the end of October, however, I had begun to lose my sense of connection to school, I felt socially isolated learning from my bedroom, and my sense of structure, discipline, and time management disappeared. I became paralyzed with anxiety as my schoolwork suffered and spent most of my days sleeping or pacing around my room panicking to pass the time. This stress combined with a heavy workload and no real sense of connection to the school triggered a decline in my usual positive approach to school and my mental framework.

In the second semester, I arrived in residence, but I had already dug myself into a deep academic hole. I was far behind on readings in all of my classes and had assignments piling up that were late or incomplete. After receiving an email from my sociology T.A. in February suggesting that I drop her course to remove the grade from my transcript, I panicked and booked an appointment with my academic advisor to figure out what I needed to do to try to save my school year. I dropped two courses and signed up for the Queen¿¿s Student Academic Success Services (SASS) program, which I found really helpful in developing study techniques and having someone to turn to with any questions I had. After advising my parents of my difficulties, we agreed that I should enroll in two summer courses to help repair my GPA, make up for some of the credits that I missed, and try to get my academic performance back on track. At the time, I was not fully aware of the kind of resources Queen¿¿s offered for students seeking help, but whenever I felt anxiety or panic, I would call a youth helpline. This was a temporary fix in that it helped to have someone to talk with, but it did not really address my situation. I slipped into a mild depression during March and began to avoid calls from my family and seeing new friends I had made in residence.
I returned home for the summer in late April and waited nervously for notice from the school on my final grades. I failed one of the three classes I was still enrolled in and received poor grades in the two remaining courses. In late May, I received the university¿¿s request that I withdraw for 12 months. I was very disappointed in myself.

I am currently getting professional counseling to help me develop better strategies to be academically successful and for coping. Although I have never experienced this kind of long-term episode before this year, both my doctor and counsellor have confirmed that I suffer from an anxiety disorder and am displaying depressive symptoms. To address my mental health, I have consulted with my doctor about treatment for anxiety/depression.

In terms of planning for future academic success, I have found counselling extremely helpful as it allows me to identify the source of my issues and how to work through them without being paralyzed by them. Now that I am seeking professional help and am learning new coping strategies, I feel better prepared and intend to use them when I feel anxious or stressed at school. We are also working on practical skills, such as planning and time management, that I intend to use. Finally, I am currently enrolled in two summer courses that I am doing well in and will get me back to where I want to be academically speaking to pursue my desired degree (see attached academic plan).

Should I be permitted to return to school in September 2021, I intend to resume a full course load as long as it is doable and healthy for me using strategies Iearned through counselling and SASS. If I return, I intend to be in contact again with the SASS program and engage with the Queen¿¿s Student Accessibility Services (QSAS) to develop an academic accommodation plan that meets my needs (assuming I am eligible). I will also be following a treatment plan with my family doctor to balance my mental well-being when faced with stress. In addition, I plan to begin psychotherapy and continue it throughout the school year when my counselling sessions are done.

Queen¿¿s University is the school where I have wanted to be since I was 10 years old, and I know that, given a second chance, I can succeed there. Please note that I will be providing supporting documentation from healthcare professionals at a later date but before the June 25 deadline.

Thank you,

Hannah Veysey