Petition Letter
Dear Associate Dean (Studies),
I am appealing to have my sentence of a one-year withdrawal on academic probation waived due to my recent diagnosis of Attention Deficit Hyperactive Disorder (ADHD). Prior to being diagnosed in late October of 2016, I constantly struggled with inattention, disorganization, restlessness, and had extensive difficulties starting large or overwhelming tasks. The result of going undiagnosed throughout my childhood and adolescence lead to several nervous breakdowns due to stress and lack of academic performance come the fall of 2016, leading me to go see a physician. I initially made an appointment to get tested for depression, but over a series of tests, it was discovered I have ADHD. I was put on medication, and advised to see a social worker at my family physicians practice to help me cope with my recent diagnosis, and get back on a successful track.
Following my diagnosis of ADHD, I was initially put on a low dosage of Concerta, with the intention of slow increases in my prescription dosage until my symptoms are controlled. Having only been put on the standard 18mg to begin with, my symptoms were still present throughout the Winter 2017 term of my academic career. My disorder made it overwhelmingly difficult to focus and retain what my professors were presenting and discussing in lectures. Sitting down to read textbook readings and complete large tasks and assignments proved to be even more of a challenge, as I was unable to focus my attention on the task presented to me. ADHD makes every aspect of studying, listening, focusing, and organizing my tasks and priorities a daily challenge. As a result, my experience after the diagnosis was a highly emotion period, and my stress levels increased. I struggled with the impact the diagnosis had on members of my personal life, as well as the stigma of mental health and prescription. These factors, alongside the pressure of a highly competitive academic environment, have forced me to re-evaluate my identity and my priorities thus far.
Reflecting on my first and second academic years at Queen's, there were many factors out of my control in the contribution to my low GPA. Although I took one step towards success in my second year by reaching out for the help I so desperately needed and getting diagnosed, there were many resources and courses of action I should have taken advantage of. My education is the most important thing to me, and I take it very seriously, because I understand my future is at stake. Throughout my entire academic career, although difficult, I have always thoroughly enjoyed school. I have been collaborating with Academic Advisors in Student Success to identify the correct plan of action if given the opportunity to return for the 2017-2018 year at Queen's University. Along with the continuous help of Academic Advisors, I have also been collaborating with Queen's Career Services, and spoke with a career counsellor. Additionally, I have obtained information about Student Accessibility from an Academic Advisor, and will be contacting them within the week to ensure my personal educational needs are met.
The 2016-2017 academic year has been a wakeup call that brought me to the realization that I cannot live in denial of my symptoms, and I need to follow through on a plan of action that suits my individual needs. I know that given the opportunity to continue my education without interruption, I will ensure that the remainder of my time at Queen's is successful, and my grades will reflect my aspirations. Therefore, I will be taking steps in this direction by registering under student accessibility services to pursue academic accommodations, seeking regular counselling through my family physician, and increasing my prescription to a dosage that is more appropriate for my symptoms. I am confident that given the opportunity, I will rise to the occasion and surpass my limitations. Thank you for taking the time to review my appeal, and I look forward to hearing your response.
Regards,
Kaitlin Fisher
I am appealing to have my sentence of a one-year withdrawal on academic probation waived due to my recent diagnosis of Attention Deficit Hyperactive Disorder (ADHD). Prior to being diagnosed in late October of 2016, I constantly struggled with inattention, disorganization, restlessness, and had extensive difficulties starting large or overwhelming tasks. The result of going undiagnosed throughout my childhood and adolescence lead to several nervous breakdowns due to stress and lack of academic performance come the fall of 2016, leading me to go see a physician. I initially made an appointment to get tested for depression, but over a series of tests, it was discovered I have ADHD. I was put on medication, and advised to see a social worker at my family physicians practice to help me cope with my recent diagnosis, and get back on a successful track.
Following my diagnosis of ADHD, I was initially put on a low dosage of Concerta, with the intention of slow increases in my prescription dosage until my symptoms are controlled. Having only been put on the standard 18mg to begin with, my symptoms were still present throughout the Winter 2017 term of my academic career. My disorder made it overwhelmingly difficult to focus and retain what my professors were presenting and discussing in lectures. Sitting down to read textbook readings and complete large tasks and assignments proved to be even more of a challenge, as I was unable to focus my attention on the task presented to me. ADHD makes every aspect of studying, listening, focusing, and organizing my tasks and priorities a daily challenge. As a result, my experience after the diagnosis was a highly emotion period, and my stress levels increased. I struggled with the impact the diagnosis had on members of my personal life, as well as the stigma of mental health and prescription. These factors, alongside the pressure of a highly competitive academic environment, have forced me to re-evaluate my identity and my priorities thus far.
Reflecting on my first and second academic years at Queen's, there were many factors out of my control in the contribution to my low GPA. Although I took one step towards success in my second year by reaching out for the help I so desperately needed and getting diagnosed, there were many resources and courses of action I should have taken advantage of. My education is the most important thing to me, and I take it very seriously, because I understand my future is at stake. Throughout my entire academic career, although difficult, I have always thoroughly enjoyed school. I have been collaborating with Academic Advisors in Student Success to identify the correct plan of action if given the opportunity to return for the 2017-2018 year at Queen's University. Along with the continuous help of Academic Advisors, I have also been collaborating with Queen's Career Services, and spoke with a career counsellor. Additionally, I have obtained information about Student Accessibility from an Academic Advisor, and will be contacting them within the week to ensure my personal educational needs are met.
The 2016-2017 academic year has been a wakeup call that brought me to the realization that I cannot live in denial of my symptoms, and I need to follow through on a plan of action that suits my individual needs. I know that given the opportunity to continue my education without interruption, I will ensure that the remainder of my time at Queen's is successful, and my grades will reflect my aspirations. Therefore, I will be taking steps in this direction by registering under student accessibility services to pursue academic accommodations, seeking regular counselling through my family physician, and increasing my prescription to a dosage that is more appropriate for my symptoms. I am confident that given the opportunity, I will rise to the occasion and surpass my limitations. Thank you for taking the time to review my appeal, and I look forward to hearing your response.
Regards,
Kaitlin Fisher