Manage Appeals
Petition Type: New
ID: 10700
Submitted: June 14, 2023 at 1:19:31 PM
First Name: Arlo
Last Name: Richardson
Pronoun: He/him
Preferred Name: Arlo
Student Number: 20348498
Email: 21ar130@queensu.ca
Degree Program: Art/Sci
Plan: ..
Level of Study: 1
Petition Categories
Petition Categories: Waive the requirement to withdraw for one year
Petition Letter
Petition Letter: Arlo Richardson
301 Stern Rd
Fanny Bay, BC, V0R 1W0
arlogreyrichardson@gmail.com / 21ar130@queensu.ca
250-650-2248
Subject: Appeal for Requirement to Withdraw Due to ADHD and Depression
Dear Associate Dean Academic,
I am writing to appeal the requirement to withdraw from Queen's University for a period of one year due to my academic performance. I have been struggling with ADHD and depression, and I believe that my mental health heavily inhibited my ability to succeed. I strongly believe that with the appropriate support and accommodations, I can overcome these challenges and continue pursuing my education at Queen's University, which will benefit my mental health more than taking a year off.
I want to express my commitment and dedication to my academic journey. Despite the difficulties I have faced, I have always maintained a genuine passion for learning and a strong desire to succeed. In my first year at Queens, I wanted to try and do university on my own, without accommodations, but was unsuccessful.
I have experienced significant setbacks in my academic performance due to the impact of ADHD and depression. ADHD has posed challenges for me in terms of sustaining attention, organizing tasks, and managing my time effectively. The symptoms of ADHD, such as difficulty focusing, impulsivity, and forgetfulness, have made it challenging for me to meet deadlines, complete assignments, and maintain consistent academic progress. Furthermore, my depression has exacerbated these difficulties by affecting my motivation, energy levels, and overall well-being.
I want to emphasize that I have taken proactive steps to address these issues. I have sought professional help and have been working closely with my healthcare providers to manage my ADHD and depression. I am actively engaged in therapy sessions, where I have been developing strategies to enhance my concentration, time management, and organizational skills. Additionally, I have explored medication options under the guidance of my healthcare professionals to optimize my ability to focus and function effectively.
Moreover, I have reached out to Queen's University's Accessibility Services to explore the support and accommodations available to students with ADHD and mental health challenges. I am confident that with the appropriate accommodations, such as extended deadlines, alternative exam arrangements, and access to academic resources, I will be better equipped to demonstrate my true potential and thrive academically.
I understand that academic institutions must maintain high standards and ensure academic integrity. However, I humbly request that my case be reconsidered and that you grant me the opportunity to continue my studies at Queen's University. I am genuinely committed to my academic success and am prepared to take all necessary steps to improve my performance. I assure you that I will approach my studies with renewed focus, dedication, and discipline. I am committed to seeking ongoing support from Queen's University's resources, such as counseling services and study support programs, to ensure my continued progress and success.
Although I strongly believe my depression and ADHD played a large role in my unsatisfactory performance, I do not want to use it as an excuse for my behavior. I want to make sure it is known that I take full responsibility for my actions and the effects they have had on my academic career. More than anything, university is a place for learning, and though this isn't the lesson I expected when I came to queens, it is one that I will definitely learn from and remember for a long while.
I have included supporting documentation from my healthcare providers, which outlines my diagnosis of ADHD and depression, as well as my psych-ed assessment.
I also want to apologize for my tardiness on the deadline of this petition. At the time when I received the email I was hiking with my family in the Rocky Mountains, as you can imagine there isn’t a lot of service up there, nor computers to make a well written letter. I hope you can forgive these circumstances and allow some wiggle room for me to get this done.
Thank you for considering my appeal. I am sincerely grateful for your time and attention to this matter. I remain hopeful that you will recognize my potential and grant me the opportunity to continue my education at Queen's University. I am eager to prove my capabilities and contribute positively to the Queen's community.
Please do not hesitate to contact me if you require any additional information or have any questions.
301 Stern Rd
Fanny Bay, BC, V0R 1W0
arlogreyrichardson@gmail.com / 21ar130@queensu.ca
250-650-2248
Subject: Appeal for Requirement to Withdraw Due to ADHD and Depression
Dear Associate Dean Academic,
I am writing to appeal the requirement to withdraw from Queen's University for a period of one year due to my academic performance. I have been struggling with ADHD and depression, and I believe that my mental health heavily inhibited my ability to succeed. I strongly believe that with the appropriate support and accommodations, I can overcome these challenges and continue pursuing my education at Queen's University, which will benefit my mental health more than taking a year off.
I want to express my commitment and dedication to my academic journey. Despite the difficulties I have faced, I have always maintained a genuine passion for learning and a strong desire to succeed. In my first year at Queens, I wanted to try and do university on my own, without accommodations, but was unsuccessful.
I have experienced significant setbacks in my academic performance due to the impact of ADHD and depression. ADHD has posed challenges for me in terms of sustaining attention, organizing tasks, and managing my time effectively. The symptoms of ADHD, such as difficulty focusing, impulsivity, and forgetfulness, have made it challenging for me to meet deadlines, complete assignments, and maintain consistent academic progress. Furthermore, my depression has exacerbated these difficulties by affecting my motivation, energy levels, and overall well-being.
I want to emphasize that I have taken proactive steps to address these issues. I have sought professional help and have been working closely with my healthcare providers to manage my ADHD and depression. I am actively engaged in therapy sessions, where I have been developing strategies to enhance my concentration, time management, and organizational skills. Additionally, I have explored medication options under the guidance of my healthcare professionals to optimize my ability to focus and function effectively.
Moreover, I have reached out to Queen's University's Accessibility Services to explore the support and accommodations available to students with ADHD and mental health challenges. I am confident that with the appropriate accommodations, such as extended deadlines, alternative exam arrangements, and access to academic resources, I will be better equipped to demonstrate my true potential and thrive academically.
I understand that academic institutions must maintain high standards and ensure academic integrity. However, I humbly request that my case be reconsidered and that you grant me the opportunity to continue my studies at Queen's University. I am genuinely committed to my academic success and am prepared to take all necessary steps to improve my performance. I assure you that I will approach my studies with renewed focus, dedication, and discipline. I am committed to seeking ongoing support from Queen's University's resources, such as counseling services and study support programs, to ensure my continued progress and success.
Although I strongly believe my depression and ADHD played a large role in my unsatisfactory performance, I do not want to use it as an excuse for my behavior. I want to make sure it is known that I take full responsibility for my actions and the effects they have had on my academic career. More than anything, university is a place for learning, and though this isn't the lesson I expected when I came to queens, it is one that I will definitely learn from and remember for a long while.
I have included supporting documentation from my healthcare providers, which outlines my diagnosis of ADHD and depression, as well as my psych-ed assessment.
I also want to apologize for my tardiness on the deadline of this petition. At the time when I received the email I was hiking with my family in the Rocky Mountains, as you can imagine there isn’t a lot of service up there, nor computers to make a well written letter. I hope you can forgive these circumstances and allow some wiggle room for me to get this done.
Thank you for considering my appeal. I am sincerely grateful for your time and attention to this matter. I remain hopeful that you will recognize my potential and grant me the opportunity to continue my education at Queen's University. I am eager to prove my capabilities and contribute positively to the Queen's community.
Please do not hesitate to contact me if you require any additional information or have any questions.
Academic Plan
Academic Plan: Academic Plan for Readmission to Queen's University
Time Management:
- Part-time will be ideal for me due to the lighter course load, courses that I need to retake and the likely possibility of working during the school year.
- Engage an Academic Coach to help me stay accountable, set goals and and prioritize tasks.
- With help from SASS and their resources I will develop and plan weekly schedules: My schedule will be a comprehensive schedule that includes classes, study time, extracurricular activities, and personal commitments.
- With support from the SASS resources, weekly scheduler, and assignment planners I will be able to identify and prioritize academic tasks based on urgency and importance.
- Set realistic goals: Break down large tasks into smaller, manageable goals to stay motivated and track progress.
- I plan to utilize the time management tools available through SASS as well as digital and physical tools like calendars, planners, or productivity apps to help me
organize and allocate my time efficiently.
- Attend time management workshops: Seek assistance from campus resources like the Learning Commons to attend workshops or seminars focused on effective time management.
Study Skills:
- My learning style is primarily visual, so a big part of my plan is to adapt to my classes and use new strategies to make learning new things a much more streamlined process.
- Active learning techniques: Engage in active learning strategies such as summarizing, concept mapping, self-quizzing, and teaching the material to others.
- Effective note-taking: Develop effective note-taking strategies during lectures, ensuring clarity and organization.
- Utilize online resources: Make use of online resources, such as educational websites, digital textbooks, and online tutorials, to supplement learning.
- Seek guidance and set up weekly appointments with the learning strategies counselors at Stauffer Library. I will seek their advice and assistance in improving
study skills.
Campus Resources:
- The Learning Commons: Take advantage of the services provided by The Learning Commons, such as academic coaching, study skills workshops, and study spaces.
- Writing Centre: Seek assistance from the Writing Centre for help with essay writing, research papers, and improving writing skills.
- Learning Strategies Counselors: Connect with Learning Strategies Counsellors at Stauffer Library to receive guidance on effective learning strategies, study plans, and time management techniques.
Study Group:
- Join or form a study group: Collaborate with classmates who share similar courses and academic goals to engage in group discussions, share notes, and review course material together.
- Establish study group guidelines: Set expectations, establish meeting schedules, and define responsibilities to ensure a productive and focused study environment.
- Rotate leadership roles: Assign rotating leadership roles within the study group to promote active participation and shared responsibility.
- Maintain regular communication: Stay in touch with study group members through online platforms or in-person meetings to exchange information and support each other.
- Tutoring and Peer Mentorship:
Connect with tutors: Seek assistance from campus tutoring services, subject-specific tutors, or teaching assistants to clarify doubts, reinforce understanding, and gain additional guidance.
- Peer mentorship programs: Participate in peer mentorship programs offered by Queen's University to connect with experienced students who can provide guidance, share experiences, and offer academic support.
- Attend workshops and seminars: Take advantage of workshops and seminars organized by tutoring services or peer mentorship programs to enhance learning skills and gain valuable insights.
Mental Health Plan:
- Care and Well-being:
Prioritize mental health: Make self-care a priority by engaging in activities that promote well-being, such as regular exercise, sufficient sleep, and maintaining a healthy diet. I’ve been practicing jiu jitsu for multiple years, and i’ve already found a place that i'm going to visit regularly
- Seek professional help: Consulting with a mental health professional to address and manage ADHD-related depression will be key to success.
- Explore therapy options, such as cognitive-behavioral therapy (CBT), that can provide coping strategies and support.
- Medication management: If prescribed medication for ADHD or depression, ensure adherence to the prescribed treatment plan and communicate with healthcare professionals regarding any concerns or adjustments needed.
Time Management and Organization:
- Use technology tools: Utilize apps, calendars, or productivity tools that can assist in time management, task tracking, and setting reminders.
- Establish routines: Establish consistent daily routines and allocate specific times for studying, attending classes, and completing assignments.
- Set realistic goals: Set achievable goals and deadlines to maintain a sense of accomplishment and reduce stress. Avoid excessive self-imposed pressure.
Study Strategies:
- I plan to minimize distractions by creating a conducive study environment by reducing distractions, such as noise, clutter, or digital interruptions.
- Pomodoro Technique: Use the Pomodoro Technique, which involves studying for a focused period (e.g., 25 minutes) followed by a short break (e.g., 5 minutes), to improve concentration and manage restlessness.
- Visual aids and organization: Utilize visual aids like color-coded notes, mind maps, or diagrams to enhance comprehension and organization of information.
- Utilize assistive technology: Explore assistive technologies such as text-to-speech software, note-taking apps, or organizational tools that can support learning and productivity.
Support Services that I will be able to reach out to for support:
- Queen's University Accessibility Services: Register with Queen's University Accessibility Services to access accommodations and support tailored to my needs, such as extended deadlines, exam accommodations, or note-taking assistance.
- Counseling Services: Continue seeking support from the university's counseling services to address emotional well-being, coping strategies, and managing ADHD-related challenges.
- Peer support groups: Connect with peer support groups or student organizations that focus on mental health or ADHD to foster a sense of community, share experiences, and gain practical tips.
Communication:
- Inform professors: I will communicate with my professors about my ADHD learning challenges and related depression. Communicating my specific challenges and discussing my accommodations will allow me to gain their support.
- Establish a support network: identify trusted friends, family members, and mentors who can provide emotional support and understanding during challenging times.
- Self-advocacy: Develop self-advocacy skills by learning about my rights, understanding my needs, and effectively communicating them to professors, advisors, or support services.
Time Management:
- Part-time will be ideal for me due to the lighter course load, courses that I need to retake and the likely possibility of working during the school year.
- Engage an Academic Coach to help me stay accountable, set goals and and prioritize tasks.
- With help from SASS and their resources I will develop and plan weekly schedules: My schedule will be a comprehensive schedule that includes classes, study time, extracurricular activities, and personal commitments.
- With support from the SASS resources, weekly scheduler, and assignment planners I will be able to identify and prioritize academic tasks based on urgency and importance.
- Set realistic goals: Break down large tasks into smaller, manageable goals to stay motivated and track progress.
- I plan to utilize the time management tools available through SASS as well as digital and physical tools like calendars, planners, or productivity apps to help me
organize and allocate my time efficiently.
- Attend time management workshops: Seek assistance from campus resources like the Learning Commons to attend workshops or seminars focused on effective time management.
Study Skills:
- My learning style is primarily visual, so a big part of my plan is to adapt to my classes and use new strategies to make learning new things a much more streamlined process.
- Active learning techniques: Engage in active learning strategies such as summarizing, concept mapping, self-quizzing, and teaching the material to others.
- Effective note-taking: Develop effective note-taking strategies during lectures, ensuring clarity and organization.
- Utilize online resources: Make use of online resources, such as educational websites, digital textbooks, and online tutorials, to supplement learning.
- Seek guidance and set up weekly appointments with the learning strategies counselors at Stauffer Library. I will seek their advice and assistance in improving
study skills.
Campus Resources:
- The Learning Commons: Take advantage of the services provided by The Learning Commons, such as academic coaching, study skills workshops, and study spaces.
- Writing Centre: Seek assistance from the Writing Centre for help with essay writing, research papers, and improving writing skills.
- Learning Strategies Counselors: Connect with Learning Strategies Counsellors at Stauffer Library to receive guidance on effective learning strategies, study plans, and time management techniques.
Study Group:
- Join or form a study group: Collaborate with classmates who share similar courses and academic goals to engage in group discussions, share notes, and review course material together.
- Establish study group guidelines: Set expectations, establish meeting schedules, and define responsibilities to ensure a productive and focused study environment.
- Rotate leadership roles: Assign rotating leadership roles within the study group to promote active participation and shared responsibility.
- Maintain regular communication: Stay in touch with study group members through online platforms or in-person meetings to exchange information and support each other.
- Tutoring and Peer Mentorship:
Connect with tutors: Seek assistance from campus tutoring services, subject-specific tutors, or teaching assistants to clarify doubts, reinforce understanding, and gain additional guidance.
- Peer mentorship programs: Participate in peer mentorship programs offered by Queen's University to connect with experienced students who can provide guidance, share experiences, and offer academic support.
- Attend workshops and seminars: Take advantage of workshops and seminars organized by tutoring services or peer mentorship programs to enhance learning skills and gain valuable insights.
Mental Health Plan:
- Care and Well-being:
Prioritize mental health: Make self-care a priority by engaging in activities that promote well-being, such as regular exercise, sufficient sleep, and maintaining a healthy diet. I’ve been practicing jiu jitsu for multiple years, and i’ve already found a place that i'm going to visit regularly
- Seek professional help: Consulting with a mental health professional to address and manage ADHD-related depression will be key to success.
- Explore therapy options, such as cognitive-behavioral therapy (CBT), that can provide coping strategies and support.
- Medication management: If prescribed medication for ADHD or depression, ensure adherence to the prescribed treatment plan and communicate with healthcare professionals regarding any concerns or adjustments needed.
Time Management and Organization:
- Use technology tools: Utilize apps, calendars, or productivity tools that can assist in time management, task tracking, and setting reminders.
- Establish routines: Establish consistent daily routines and allocate specific times for studying, attending classes, and completing assignments.
- Set realistic goals: Set achievable goals and deadlines to maintain a sense of accomplishment and reduce stress. Avoid excessive self-imposed pressure.
Study Strategies:
- I plan to minimize distractions by creating a conducive study environment by reducing distractions, such as noise, clutter, or digital interruptions.
- Pomodoro Technique: Use the Pomodoro Technique, which involves studying for a focused period (e.g., 25 minutes) followed by a short break (e.g., 5 minutes), to improve concentration and manage restlessness.
- Visual aids and organization: Utilize visual aids like color-coded notes, mind maps, or diagrams to enhance comprehension and organization of information.
- Utilize assistive technology: Explore assistive technologies such as text-to-speech software, note-taking apps, or organizational tools that can support learning and productivity.
Support Services that I will be able to reach out to for support:
- Queen's University Accessibility Services: Register with Queen's University Accessibility Services to access accommodations and support tailored to my needs, such as extended deadlines, exam accommodations, or note-taking assistance.
- Counseling Services: Continue seeking support from the university's counseling services to address emotional well-being, coping strategies, and managing ADHD-related challenges.
- Peer support groups: Connect with peer support groups or student organizations that focus on mental health or ADHD to foster a sense of community, share experiences, and gain practical tips.
Communication:
- Inform professors: I will communicate with my professors about my ADHD learning challenges and related depression. Communicating my specific challenges and discussing my accommodations will allow me to gain their support.
- Establish a support network: identify trusted friends, family members, and mentors who can provide emotional support and understanding during challenging times.
- Self-advocacy: Develop self-advocacy skills by learning about my rights, understanding my needs, and effectively communicating them to professors, advisors, or support services.
Documentation
Professional Letter: FIFTH STREET FAMILY PRACTICE.pdf
Document: 9829 151 202.pdf
Documentation Detail: ADHD