Petition Letter
Respected Associate Dean,
My name is Kashvi Nanda (she/her), currently entering my fourth year as an international student at Queen’s University. I am writing to humbly petition for Credit Standing (CR) in BIOL 102 (Fall 2022), GNDS 120 (Fall 2022), and CLST 102 (Fall 2023). These courses reflect periods in my undergraduate journey that were deeply affected by extenuating personal and mental health circumstances. I ask that you please consider the following explanation as to why these courses, taken at very difficult times in my life, do not accurately reflect my academic ability.
When I arrived at Queen’s in the fall of 2022, I was already adjusting to a late start due to visa delays and the challenges of being away from home for the first time. It was during this transition that I learned my grandfather had been diagnosed with leukaemia. This news devastated me. My grandfather was one of the most important people in my life, and the idea of him suffering from a life-threatening illness weighed heavily on me. Being far away from him and my family in India only added to my sense of helplessness.
This period coincided with my enrollment in BIOL 102 and GNDS 120, and I struggled to stay afloat academically. My anxiety worsened, and I experienced panic attacks that left me unable to concentrate or focus. I began to withdraw socially and academically, missing classes and falling behind on assignments. At the time, I did not seek help right away because I could not bring myself to accept how severely I was being affected. Although I eventually reached out to the Student Wellness Centre, I now recognise that the delay in seeking help significantly contributed to my struggles.
Over time, in 2023, I worked hard to regain stability. I made use of academic advising, wellness support, and better study strategies, and my academic performance began to improve. For the first time since arriving at Queen’s, I felt hopeful and committed to showing the best of my abilities. However, just when things seemed to be improving, I was struck by an even greater loss.
In fall 2023, my grandfather passed away suddenly, within the span of only three days. The shock was indescribable. For over a year, I had watched from afar as his condition fluctuated, and I had clung to hope as he began showing signs of improvement. I truly believed that I would see him again. His passing shattered that hope completely. What made it worse was that I could not be there to say goodbye. I could not even attend his funeral. The grief of losing him while being oceans away from my family was unbearable.
This loss plunged me back into a state of severe mental distress. My anxiety attacks returned with even greater intensity, accompanied by physical symptoms such as trembling and shortness of breath. I isolated myself, unable to concentrate on my coursework or manage my responsibilities. Although I knew mental health services were available, I was simply not in a state to seek them out. Even thinking about my grandfather’s death was overwhelming. Writing about it or trying to explain it to someone else gave me panic attacks, so I avoided addressing it entirely.
This explains why I did not petition earlier for CR in BIOL 102, GNDS 120, and CLST 102. It was not because I did not value the opportunity, but because I was too vulnerable to face the reality of my grandfather’s illness and death. For a long time, even revisiting those memories felt unbearable. Attempting to write about them triggered anxiety and emotional breakdowns, so I simply could not bring myself to pursue the petition process at that time. I now recognize that these courses were affected not by a lack of ability, but by grief so profound that it disrupted every part of my life.
My performance in CLST 102 (Fall 2023) reflects the height of this period of grief. I missed quizzes and assignments, not because I did not care, but because I was in an unimaginable emotional state. I could not accept that I had lost my grandfather so suddenly, and the guilt of not being able to say goodbye haunted me.
In December 2023, I was finally able to return to India to be with my family. Being at home allowed me to begin the process of healing and closure. Over the following months, my mental health slowly stabilized, and I regained my academic focus. Since then, my performance has shown a dramatic and consistent improvement. In my economics courses, which form the core of my degree, I have achieved straight A’s in nearly all of them. This shooting improvement in my grades has made me realize that my struggles in 2022 and 2023 were never a reflection of my potential, but rather the impact of extenuating personal circumstances.
Looking back, I see how far I have come. I have developed strong academic habits, regularly use advising services, and manage my deadlines carefully. Most importantly, I have learned to value my mental health and seek support when I need it. I am proud of the resilience I have shown in overcoming the obstacles of the past, and I am determined to continue excelling.
In conclusion, I respectfully request that you grant Credit Standing in BIOL 102 (Fall 2022), GNDS 120 (Fall 2022), and CLST 102 (Fall 2023) in recognition of the extraordinary personal circumstances I faced. These grades do not reflect my true ability, but rather the devastating impact of my grandfather’s illness and passing on my mental health and academics. The progress I have made since then demonstrates my potential and commitment, and I believe CR in these courses would allow my transcript to more accurately reflect who I am as a student today.
Thank you for your time, understanding, and fairness in considering this petition.
Sincerely,
Kashvi Nanda (she/her)
My name is Kashvi Nanda (she/her), currently entering my fourth year as an international student at Queen’s University. I am writing to humbly petition for Credit Standing (CR) in BIOL 102 (Fall 2022), GNDS 120 (Fall 2022), and CLST 102 (Fall 2023). These courses reflect periods in my undergraduate journey that were deeply affected by extenuating personal and mental health circumstances. I ask that you please consider the following explanation as to why these courses, taken at very difficult times in my life, do not accurately reflect my academic ability.
When I arrived at Queen’s in the fall of 2022, I was already adjusting to a late start due to visa delays and the challenges of being away from home for the first time. It was during this transition that I learned my grandfather had been diagnosed with leukaemia. This news devastated me. My grandfather was one of the most important people in my life, and the idea of him suffering from a life-threatening illness weighed heavily on me. Being far away from him and my family in India only added to my sense of helplessness.
This period coincided with my enrollment in BIOL 102 and GNDS 120, and I struggled to stay afloat academically. My anxiety worsened, and I experienced panic attacks that left me unable to concentrate or focus. I began to withdraw socially and academically, missing classes and falling behind on assignments. At the time, I did not seek help right away because I could not bring myself to accept how severely I was being affected. Although I eventually reached out to the Student Wellness Centre, I now recognise that the delay in seeking help significantly contributed to my struggles.
Over time, in 2023, I worked hard to regain stability. I made use of academic advising, wellness support, and better study strategies, and my academic performance began to improve. For the first time since arriving at Queen’s, I felt hopeful and committed to showing the best of my abilities. However, just when things seemed to be improving, I was struck by an even greater loss.
In fall 2023, my grandfather passed away suddenly, within the span of only three days. The shock was indescribable. For over a year, I had watched from afar as his condition fluctuated, and I had clung to hope as he began showing signs of improvement. I truly believed that I would see him again. His passing shattered that hope completely. What made it worse was that I could not be there to say goodbye. I could not even attend his funeral. The grief of losing him while being oceans away from my family was unbearable.
This loss plunged me back into a state of severe mental distress. My anxiety attacks returned with even greater intensity, accompanied by physical symptoms such as trembling and shortness of breath. I isolated myself, unable to concentrate on my coursework or manage my responsibilities. Although I knew mental health services were available, I was simply not in a state to seek them out. Even thinking about my grandfather’s death was overwhelming. Writing about it or trying to explain it to someone else gave me panic attacks, so I avoided addressing it entirely.
This explains why I did not petition earlier for CR in BIOL 102, GNDS 120, and CLST 102. It was not because I did not value the opportunity, but because I was too vulnerable to face the reality of my grandfather’s illness and death. For a long time, even revisiting those memories felt unbearable. Attempting to write about them triggered anxiety and emotional breakdowns, so I simply could not bring myself to pursue the petition process at that time. I now recognize that these courses were affected not by a lack of ability, but by grief so profound that it disrupted every part of my life.
My performance in CLST 102 (Fall 2023) reflects the height of this period of grief. I missed quizzes and assignments, not because I did not care, but because I was in an unimaginable emotional state. I could not accept that I had lost my grandfather so suddenly, and the guilt of not being able to say goodbye haunted me.
In December 2023, I was finally able to return to India to be with my family. Being at home allowed me to begin the process of healing and closure. Over the following months, my mental health slowly stabilized, and I regained my academic focus. Since then, my performance has shown a dramatic and consistent improvement. In my economics courses, which form the core of my degree, I have achieved straight A’s in nearly all of them. This shooting improvement in my grades has made me realize that my struggles in 2022 and 2023 were never a reflection of my potential, but rather the impact of extenuating personal circumstances.
Looking back, I see how far I have come. I have developed strong academic habits, regularly use advising services, and manage my deadlines carefully. Most importantly, I have learned to value my mental health and seek support when I need it. I am proud of the resilience I have shown in overcoming the obstacles of the past, and I am determined to continue excelling.
In conclusion, I respectfully request that you grant Credit Standing in BIOL 102 (Fall 2022), GNDS 120 (Fall 2022), and CLST 102 (Fall 2023) in recognition of the extraordinary personal circumstances I faced. These grades do not reflect my true ability, but rather the devastating impact of my grandfather’s illness and passing on my mental health and academics. The progress I have made since then demonstrates my potential and commitment, and I believe CR in these courses would allow my transcript to more accurately reflect who I am as a student today.
Thank you for your time, understanding, and fairness in considering this petition.
Sincerely,
Kashvi Nanda (she/her)