Petition Letter
Academic Petition Letter
#13515
Elizabeth Bartolo
20364629
22 September 2025
Dear Academic Associate Dean,
I am respectfully writing to petition for a waiver of the requirement to withdraw for three years and to request permission to continue my studies at Queen’s University in the Faculty of Arts and Science. I am sincerely grateful for the opportunity to submit this petition, to share the challenges I have faced, and to outline my plan for both present and future academic success.
I enrolled at Queen’s University in Fall 2022. Over the past three academic years, I have encountered significant extenuating circumstances that interfered with my academic performance. In my first year (Fall 2022 - Winter 2023), I became seriously ill with a peritonsillar abscess that required multiple hospital visits (seen Dr. Isabelle Gray - Unit of Emergency Medicine) and specialist care. During this time, I also experienced a family loss. These circumstances disrupted my studies and made it difficult to build academic momentum in my coursework.
In my second year (Fall 2023 - Winter 2024), I experienced another personal loss while also navigating a difficult housing situation with roommates. The stress and instability of this environment negatively affected my focus, consistency, and emotional well-being, which in turn impacted my academic performance.
When I first enrolled at Queen’s University, I was admitted to the General Science program under the Faculty of Arts and Science. During my second year, I continued in General Science while shadowing courses for the Life Sciences Major, intending to meet the cumulative GPA requirement for that program. Unfortunately, I did not achieve the GPA threshold to formally enter Life Sciences and remained on academic probation. In my third year, to proceed with course registration, I selected PAF-GPHY-G-BA (General Arts - Bachelor of Arts) as my formal degree plan, as it aligned with my current GPA standing. However, my long-term academic goal remains to complete the necessary courses and meet the requirements to transition into either the Life Sciences Major or the Biology Major (Bachelor of Science Honours, BIOL-M). I am actively working towards this goal through careful course selection and academic improvement strategies outlined in my plan.
In my third year (Fall 2024 - Winter 2025), although my physical health remained stable, I experienced unmanaged ADHD symptoms severely. These symptoms presented as executive dysfunction, poor time management, ADHD paralysis (mental immobility and shutdown), during periods of high stress. My coursework that year included CHEM 112a, ANAT 100, and GPHY 250 during the fall semester, and CHEM 112b, PHGY 216, and GPHY 229 during the winter semester. While I attended every class, lab, and tutorial, I struggled to keep up with assignments, laboratory reports, and preparation for midterms and exams. In ANAT 100, GPHY 250, and PHGY 216, I found reading and writing especially challenging, as sustained attention and retention of material were difficult to manage. In CHEM 112, my challenges with time management and organization meant that my laboratory reports were often submitted late, resulting in grade deductions despite the quality of work. These patterns reflected the impact of untreated ADHD, more than the lack of effort or commitment.
After receiving a formal ADHD diagnosis in the Summer of 2025, I was able to understand the root cause of my academic struggles and begin a comprehensive treatment and support plan. I now take daily Vyvanse to improve cognitive focus, executive functioning, and emotional regulation. I have begun counselling with Student Wellness Services, supported by Queen’s and plan to continue bi-weekly sessions to develop coping strategies. I have also registered with QSAS and will work with an advisor to access accommodations tailored to my ADHD disability. As for self-support, strategies for managing anxiety are done through journaling (mental clarity) and yoga classes at the ARC to promote balance. These steps that I have already taken have improved my ability to regulate stress and maintain consistency.
Looking forward, I have created a detailed academic plan to ensure my success. I intend to maintain a balanced course load of four courses per term, supplemented with one or two summer courses, to ensure steady and realistic progress without overwhelming myself. I will pair required courses with lighter electives to keep my workload manageable while still working towards my degree requirements. To strengthen my academic performance, I will make consistent use of campus resources, including QSAS accommodations for ADHD, peer tutoring for beneficial study periods, Chem Plus as extra tutoring help, and regular attendance at office hours to clarify course content. I will also structure study methods, such as reviewing lecture notes before and after class, preparing for tutorials in advance, and completing additional practice problems beyond the required coursework, especially in math-demanding courses such as chemistry.
In addition, I plan to retake key first-year science courses that I have previously struggled with due to unmanaged circumstances. Re-enrolling in these foundational courses allows me to present my true academic ability now that I have the appropriate supports and strategies in place. Strengthening my ability in first-year science courses is also essential to meeting the requirements for my long-term academic goal. I can ensure that I am fully prepared for the demands of upper-year coursework.
Thank you for considering my petition. I am committed to using the supports and strategies I have implemented to achieve academic success and to graduate with a better standing. I view my timeline not as a failure but as a learning curve that has allowed me to better understand my needs as a student. I would be grateful for the opportunity to continue my studies and demonstrate the progress I am now capable of making.
#13515
Elizabeth Bartolo
20364629
22 September 2025
Dear Academic Associate Dean,
I am respectfully writing to petition for a waiver of the requirement to withdraw for three years and to request permission to continue my studies at Queen’s University in the Faculty of Arts and Science. I am sincerely grateful for the opportunity to submit this petition, to share the challenges I have faced, and to outline my plan for both present and future academic success.
I enrolled at Queen’s University in Fall 2022. Over the past three academic years, I have encountered significant extenuating circumstances that interfered with my academic performance. In my first year (Fall 2022 - Winter 2023), I became seriously ill with a peritonsillar abscess that required multiple hospital visits (seen Dr. Isabelle Gray - Unit of Emergency Medicine) and specialist care. During this time, I also experienced a family loss. These circumstances disrupted my studies and made it difficult to build academic momentum in my coursework.
In my second year (Fall 2023 - Winter 2024), I experienced another personal loss while also navigating a difficult housing situation with roommates. The stress and instability of this environment negatively affected my focus, consistency, and emotional well-being, which in turn impacted my academic performance.
When I first enrolled at Queen’s University, I was admitted to the General Science program under the Faculty of Arts and Science. During my second year, I continued in General Science while shadowing courses for the Life Sciences Major, intending to meet the cumulative GPA requirement for that program. Unfortunately, I did not achieve the GPA threshold to formally enter Life Sciences and remained on academic probation. In my third year, to proceed with course registration, I selected PAF-GPHY-G-BA (General Arts - Bachelor of Arts) as my formal degree plan, as it aligned with my current GPA standing. However, my long-term academic goal remains to complete the necessary courses and meet the requirements to transition into either the Life Sciences Major or the Biology Major (Bachelor of Science Honours, BIOL-M). I am actively working towards this goal through careful course selection and academic improvement strategies outlined in my plan.
In my third year (Fall 2024 - Winter 2025), although my physical health remained stable, I experienced unmanaged ADHD symptoms severely. These symptoms presented as executive dysfunction, poor time management, ADHD paralysis (mental immobility and shutdown), during periods of high stress. My coursework that year included CHEM 112a, ANAT 100, and GPHY 250 during the fall semester, and CHEM 112b, PHGY 216, and GPHY 229 during the winter semester. While I attended every class, lab, and tutorial, I struggled to keep up with assignments, laboratory reports, and preparation for midterms and exams. In ANAT 100, GPHY 250, and PHGY 216, I found reading and writing especially challenging, as sustained attention and retention of material were difficult to manage. In CHEM 112, my challenges with time management and organization meant that my laboratory reports were often submitted late, resulting in grade deductions despite the quality of work. These patterns reflected the impact of untreated ADHD, more than the lack of effort or commitment.
After receiving a formal ADHD diagnosis in the Summer of 2025, I was able to understand the root cause of my academic struggles and begin a comprehensive treatment and support plan. I now take daily Vyvanse to improve cognitive focus, executive functioning, and emotional regulation. I have begun counselling with Student Wellness Services, supported by Queen’s and plan to continue bi-weekly sessions to develop coping strategies. I have also registered with QSAS and will work with an advisor to access accommodations tailored to my ADHD disability. As for self-support, strategies for managing anxiety are done through journaling (mental clarity) and yoga classes at the ARC to promote balance. These steps that I have already taken have improved my ability to regulate stress and maintain consistency.
Looking forward, I have created a detailed academic plan to ensure my success. I intend to maintain a balanced course load of four courses per term, supplemented with one or two summer courses, to ensure steady and realistic progress without overwhelming myself. I will pair required courses with lighter electives to keep my workload manageable while still working towards my degree requirements. To strengthen my academic performance, I will make consistent use of campus resources, including QSAS accommodations for ADHD, peer tutoring for beneficial study periods, Chem Plus as extra tutoring help, and regular attendance at office hours to clarify course content. I will also structure study methods, such as reviewing lecture notes before and after class, preparing for tutorials in advance, and completing additional practice problems beyond the required coursework, especially in math-demanding courses such as chemistry.
In addition, I plan to retake key first-year science courses that I have previously struggled with due to unmanaged circumstances. Re-enrolling in these foundational courses allows me to present my true academic ability now that I have the appropriate supports and strategies in place. Strengthening my ability in first-year science courses is also essential to meeting the requirements for my long-term academic goal. I can ensure that I am fully prepared for the demands of upper-year coursework.
Thank you for considering my petition. I am committed to using the supports and strategies I have implemented to achieve academic success and to graduate with a better standing. I view my timeline not as a failure but as a learning curve that has allowed me to better understand my needs as a student. I would be grateful for the opportunity to continue my studies and demonstrate the progress I am now capable of making.