Petition Letter
Dear Members of the Academic Petitions Committee,
I am writing to respectfully request a waiver of the requirement to withdraw for one year and consideration for the late withdrawal of CHEM 112 (2025–2026), STAT 263 (Winter 2026), and PHGY 216 (Winter 2026). I believe that significant medical and personal circumstances beyond my control directly affected my academic performance in these courses and throughout my university studies.
Throughout my university studies from 2022 to 2026, I experienced ongoing difficulties with concentration, organization, time management, task completion, and exam preparation that significantly affected my academic performance. These challenges were especially noticeable in mathematics and science courses with heavy workloads and cumulative content. Despite putting significant effort into my studies, I often found myself falling behind, struggling to complete coursework efficiently, and performing below my expectations on tests and examinations.
The impact of these difficulties can be seen throughout my academic record. Despite my efforts, I experienced ongoing academic challenges that eventually resulted in a requirement to withdraw, for which I submitted a petition last year. Believing that increased effort would improve my performance, I retook courses that I had previously failed and continued working toward my degree. These challenges affected multiple courses throughout my degree, particularly courses requiring sustained concentration, organization, and cumulative learning.
During the 2025–2026 academic year, I took additional steps to improve my academic performance by hiring a private tutor for Physics and Calculus. I have attached my tutoring agreement, tutor correspondence, and proof of payment. Despite investing significant time, effort, and financial resources into obtaining academic support, I continued to struggle academically. As the semester progressed, I carefully monitored my academic standing and ultimately made the difficult decision to discontinue Physics and MATH 121 when it became clear that I was unlikely to achieve passing grades. This decision was made to limit further damage to my academic record and demonstrates that I was actively attempting to address my academic difficulties rather than ignoring them.
In addition to these academic challenges, I was dealing with various medical concerns that significantly affected my ability to focus and complete coursework. In January 2025, I was diagnosed with a sexually transmitted infection and received treatment. Later, between October and December 2025, follow-up testing revealed that additional treatment was required. This resulted in further medical appointments, testing, and ongoing stress. From approximately December 2025 until the end of the academic year, I experienced significant anxiety and social isolation that made it difficult to attend classes, remain engaged on campus, and focus on my studies. I was also diagnosed with iron deficiency and began treatment as recommended by my physician. The fatigue and difficulty concentrating associated with low iron levels further affected my ability to keep up with academic demands.
These circumstances did not affect my academics individually but collectively. The combination of ongoing medical concerns, follow-up appointments, social isolation, fatigue related to iron deficiency, and the symptoms of what was later identified as ADHD significantly reduced my ability to concentrate, remain organized, manage my workload, prepare effectively for examinations, and consistently complete coursework. Although I continued to put effort into my studies and actively sought support, these circumstances negatively affected my academic performance in CHEM 112, STAT 263, PHGY 216, and other courses throughout my degree.
The most significant development occurred in May 2026 when I was formally assessed by my family physician and tested strongly positive for ADHD. As outlined in the attached medical letter, my physician believes that ADHD significantly impacted my academic performance throughout my university studies. Looking back, many of the difficulties I experienced now make sense. My struggles with concentration, organization, task completion, and time management were symptoms of a condition that I did not know I had.
One factor that contributed to the delay in seeking assessment was that conditions such as ADHD were not openly discussed or understood within my family and cultural environment. As a result, I did not recognize that my struggles could be related to an underlying medical condition and instead believed that I simply needed to work harder.
One of the most important realizations I have had through this process is that I do not believe the primary issue was the coursework itself. While some courses were certainly challenging, I now understand that the larger problem was an underlying condition that remained unidentified throughout much of my university career. With the help of my family physician, I have come to understand that many of the difficulties I experienced were consistent with ADHD and were affecting my ability to focus, stay organized, manage my time, and complete academic tasks effectively. Identifying this underlying issue has given me a much clearer understanding of why I struggled despite putting significant effort into my studies.
Since receiving my diagnosis, I have worked closely with my family physician to develop a plan to address the challenges that contributed to my academic difficulties. I have begun treatment with Vyvanse, am continuing medical follow-up, and am applying for accommodations through Student Accessibility Services. I will continue utilizing tutoring, office hours, academic advising, and structured study schedules to support my learning. Prior to university, I maintained strong academic performance in high school, which I believe demonstrates that the difficulties reflected in my university record are not representative of my abilities or work ethic.
I understand that my academic record raises concerns about my ability to succeed. However, I hope the committee will consider that throughout this period I was actively attempting to address my difficulties. I sought tutoring support, attended medical appointments, pursued treatment for ongoing health concerns, retook courses in an effort to improve my standing, and ultimately sought assessment when I realized my struggles extended beyond what I could manage independently.
I respectfully ask the committee to consider the significant impact that these circumstances had on my academic performance and to grant the relief requested in this petition. The underlying issue contributing to my academic difficulties has now been identified, documented, and is being treated. With medical treatment, ongoing follow-up care, accommodations through Student Accessibility Services, and the academic support strategies I have put in place, I am confident that I am in a much stronger position to succeed academically moving forward.
Thank you for your time and consideration.
Sincerely,
Shania Sookdeo
I am writing to respectfully request a waiver of the requirement to withdraw for one year and consideration for the late withdrawal of CHEM 112 (2025–2026), STAT 263 (Winter 2026), and PHGY 216 (Winter 2026). I believe that significant medical and personal circumstances beyond my control directly affected my academic performance in these courses and throughout my university studies.
Throughout my university studies from 2022 to 2026, I experienced ongoing difficulties with concentration, organization, time management, task completion, and exam preparation that significantly affected my academic performance. These challenges were especially noticeable in mathematics and science courses with heavy workloads and cumulative content. Despite putting significant effort into my studies, I often found myself falling behind, struggling to complete coursework efficiently, and performing below my expectations on tests and examinations.
The impact of these difficulties can be seen throughout my academic record. Despite my efforts, I experienced ongoing academic challenges that eventually resulted in a requirement to withdraw, for which I submitted a petition last year. Believing that increased effort would improve my performance, I retook courses that I had previously failed and continued working toward my degree. These challenges affected multiple courses throughout my degree, particularly courses requiring sustained concentration, organization, and cumulative learning.
During the 2025–2026 academic year, I took additional steps to improve my academic performance by hiring a private tutor for Physics and Calculus. I have attached my tutoring agreement, tutor correspondence, and proof of payment. Despite investing significant time, effort, and financial resources into obtaining academic support, I continued to struggle academically. As the semester progressed, I carefully monitored my academic standing and ultimately made the difficult decision to discontinue Physics and MATH 121 when it became clear that I was unlikely to achieve passing grades. This decision was made to limit further damage to my academic record and demonstrates that I was actively attempting to address my academic difficulties rather than ignoring them.
In addition to these academic challenges, I was dealing with various medical concerns that significantly affected my ability to focus and complete coursework. In January 2025, I was diagnosed with a sexually transmitted infection and received treatment. Later, between October and December 2025, follow-up testing revealed that additional treatment was required. This resulted in further medical appointments, testing, and ongoing stress. From approximately December 2025 until the end of the academic year, I experienced significant anxiety and social isolation that made it difficult to attend classes, remain engaged on campus, and focus on my studies. I was also diagnosed with iron deficiency and began treatment as recommended by my physician. The fatigue and difficulty concentrating associated with low iron levels further affected my ability to keep up with academic demands.
These circumstances did not affect my academics individually but collectively. The combination of ongoing medical concerns, follow-up appointments, social isolation, fatigue related to iron deficiency, and the symptoms of what was later identified as ADHD significantly reduced my ability to concentrate, remain organized, manage my workload, prepare effectively for examinations, and consistently complete coursework. Although I continued to put effort into my studies and actively sought support, these circumstances negatively affected my academic performance in CHEM 112, STAT 263, PHGY 216, and other courses throughout my degree.
The most significant development occurred in May 2026 when I was formally assessed by my family physician and tested strongly positive for ADHD. As outlined in the attached medical letter, my physician believes that ADHD significantly impacted my academic performance throughout my university studies. Looking back, many of the difficulties I experienced now make sense. My struggles with concentration, organization, task completion, and time management were symptoms of a condition that I did not know I had.
One factor that contributed to the delay in seeking assessment was that conditions such as ADHD were not openly discussed or understood within my family and cultural environment. As a result, I did not recognize that my struggles could be related to an underlying medical condition and instead believed that I simply needed to work harder.
One of the most important realizations I have had through this process is that I do not believe the primary issue was the coursework itself. While some courses were certainly challenging, I now understand that the larger problem was an underlying condition that remained unidentified throughout much of my university career. With the help of my family physician, I have come to understand that many of the difficulties I experienced were consistent with ADHD and were affecting my ability to focus, stay organized, manage my time, and complete academic tasks effectively. Identifying this underlying issue has given me a much clearer understanding of why I struggled despite putting significant effort into my studies.
Since receiving my diagnosis, I have worked closely with my family physician to develop a plan to address the challenges that contributed to my academic difficulties. I have begun treatment with Vyvanse, am continuing medical follow-up, and am applying for accommodations through Student Accessibility Services. I will continue utilizing tutoring, office hours, academic advising, and structured study schedules to support my learning. Prior to university, I maintained strong academic performance in high school, which I believe demonstrates that the difficulties reflected in my university record are not representative of my abilities or work ethic.
I understand that my academic record raises concerns about my ability to succeed. However, I hope the committee will consider that throughout this period I was actively attempting to address my difficulties. I sought tutoring support, attended medical appointments, pursued treatment for ongoing health concerns, retook courses in an effort to improve my standing, and ultimately sought assessment when I realized my struggles extended beyond what I could manage independently.
I respectfully ask the committee to consider the significant impact that these circumstances had on my academic performance and to grant the relief requested in this petition. The underlying issue contributing to my academic difficulties has now been identified, documented, and is being treated. With medical treatment, ongoing follow-up care, accommodations through Student Accessibility Services, and the academic support strategies I have put in place, I am confident that I am in a much stronger position to succeed academically moving forward.
Thank you for your time and consideration.
Sincerely,
Shania Sookdeo