Manage Appeals
Petition Type: New
ID: 12025
Submitted: June 13, 2024 at 8:11:26 PM
First Name: Mia
Last Name: Dewdney
Pronoun: she/her
Student Number: 20387129
Email: 22lrl2@queensu.ca
Degree Program: BAH
Plan: tbd
Level of Study: 1
Petition Categories
Petition Categories: Waive the requirement to withdraw for one year
Petition Letter
Petition Letter: Dear Ms. Jenn Stephenson, Ph.D. Associate Dean (Studies),
I am writing to formally petition the Faculty’s decision that I must withdraw from Queen’s for a minimum of one year. Over the past academic year (fall 2023 to winter 2024), I faced significant challenges due to undiagnosed ADHD (Attention Deficit Hyperactivity Disorder), which severely impacted my academic performance and well-being.
Throughout my childhood and into adulthood, I exhibited symptoms of ADHD, such as difficulty focusing and being easily distracted. However, these symptoms went undiagnosed, partly because ADHD often presents differently in females. The severity of my condition peaked when I began my first year of university in the fall of 2023. Being away from home and my usual support structure exacerbated my symptoms. At home, my parents’ presence provided a framework that naturally encouraged me to complete my work. Without this, I struggled to establish the same level of discipline and routine.
During this period, I developed a detrimental hyper fixation on my health, which led to severe anxiety and frequent panic attacks during lectures. This fixation consumed my thoughts, making it impossible to focus on my studies. I often found myself trapped in an existential loop, fearing for my life, which prevented me from getting out of bed or leaving my room. Towards the end of the year, although I managed to write several of my final papers, my perfectionism prevented me from submitting them. Despite positive feedback from the Student Academic Success Services (SASS), I felt my work was inadequate.
Recognizing the unsustainable nature of my situation, I sought help from a residence therapist at Queen’s. The therapist provided accommodations and suggested I consult my family doctor about anxiety medication. Upon discussing my symptoms with my doctor, she recommended an ADHD assessment, which led to my diagnosis. This diagnosis has been transformative, helping me understand that I am not a failure, lazy, or dumb, but rather someone who has been struggling with an undiagnosed condition. I am currently working with my doctor to explore medication options for managing ADHD.
My psychologist has advised against taking a year off from school. He believes that to develop essential time-management and study skills, I need to be in an academic environment where these skills are continuously practiced. A year off would likely increase my anxiety about returning and would not promote the development of skills needed to succeed in academics.
In addition to medication, I am committed to implementing several strategies to ensure my success in the upcoming academic year:
Academic Advising: I will work closely with an academic advisor to improve my study and organizational skills, and to create structured schedules for completing assignments.
Regular Contact with instructors: I will maintain regular communication with my TAs and professors to ensure I am on track with my assignments and to seek guidance when needed.
Utilizing Support Services: I will actively use the resources available through SASS to develop better study techniques, prepare for exams, and improve my time-management skills.
Ongoing Medical Support: I will remain in regular contact with my family doctor to monitor and manage my ADHD symptoms effectively.
First-year university can be particularly challenging for students with undiagnosed ADHD due to the lack of structure compared to high school, however by addressing my ADHD symptoms and receiving appropriate medical support, I am confident in my ability to succeed academically and personally.
I respectfully request the Faculty to reconsider the decision to mandate my withdrawal. I believe that, with the right support and strategies in place, I can overcome these challenges and demonstrate my true potential as a student at Queen’s.
Thank you for your consideration.
Sincerely,
Mia Dewdney
I am writing to formally petition the Faculty’s decision that I must withdraw from Queen’s for a minimum of one year. Over the past academic year (fall 2023 to winter 2024), I faced significant challenges due to undiagnosed ADHD (Attention Deficit Hyperactivity Disorder), which severely impacted my academic performance and well-being.
Throughout my childhood and into adulthood, I exhibited symptoms of ADHD, such as difficulty focusing and being easily distracted. However, these symptoms went undiagnosed, partly because ADHD often presents differently in females. The severity of my condition peaked when I began my first year of university in the fall of 2023. Being away from home and my usual support structure exacerbated my symptoms. At home, my parents’ presence provided a framework that naturally encouraged me to complete my work. Without this, I struggled to establish the same level of discipline and routine.
During this period, I developed a detrimental hyper fixation on my health, which led to severe anxiety and frequent panic attacks during lectures. This fixation consumed my thoughts, making it impossible to focus on my studies. I often found myself trapped in an existential loop, fearing for my life, which prevented me from getting out of bed or leaving my room. Towards the end of the year, although I managed to write several of my final papers, my perfectionism prevented me from submitting them. Despite positive feedback from the Student Academic Success Services (SASS), I felt my work was inadequate.
Recognizing the unsustainable nature of my situation, I sought help from a residence therapist at Queen’s. The therapist provided accommodations and suggested I consult my family doctor about anxiety medication. Upon discussing my symptoms with my doctor, she recommended an ADHD assessment, which led to my diagnosis. This diagnosis has been transformative, helping me understand that I am not a failure, lazy, or dumb, but rather someone who has been struggling with an undiagnosed condition. I am currently working with my doctor to explore medication options for managing ADHD.
My psychologist has advised against taking a year off from school. He believes that to develop essential time-management and study skills, I need to be in an academic environment where these skills are continuously practiced. A year off would likely increase my anxiety about returning and would not promote the development of skills needed to succeed in academics.
In addition to medication, I am committed to implementing several strategies to ensure my success in the upcoming academic year:
Academic Advising: I will work closely with an academic advisor to improve my study and organizational skills, and to create structured schedules for completing assignments.
Regular Contact with instructors: I will maintain regular communication with my TAs and professors to ensure I am on track with my assignments and to seek guidance when needed.
Utilizing Support Services: I will actively use the resources available through SASS to develop better study techniques, prepare for exams, and improve my time-management skills.
Ongoing Medical Support: I will remain in regular contact with my family doctor to monitor and manage my ADHD symptoms effectively.
First-year university can be particularly challenging for students with undiagnosed ADHD due to the lack of structure compared to high school, however by addressing my ADHD symptoms and receiving appropriate medical support, I am confident in my ability to succeed academically and personally.
I respectfully request the Faculty to reconsider the decision to mandate my withdrawal. I believe that, with the right support and strategies in place, I can overcome these challenges and demonstrate my true potential as a student at Queen’s.
Thank you for your consideration.
Sincerely,
Mia Dewdney
Academic Plan
Academic Plan: This academic plan outlines my proposed course of action to address the challenges I have faced and to ensure my successful completion of my program. I am committed to implementing this plan and making the necessary adjustments to achieve my academic goals.
Due to my undiagnosed ADHD, I was unable to maintain and create good academic skills and work habits. I found it difficult to prepare for exams and complete written assignments throughout the academic year.
Goals:
Short-Term Goal: successfully complete the first year courses I was unable to succeed in due to my undiagnosed mental illness.
Long-Term Goal: Graduate from Queen’s with an undergraduate degree and gain admission to law school.
Action Steps:
In order to develop my academic skills and work habits, I plan on:
1. Consulting with a learning strategist from the Student Academic Success Services (SASS) throughout the school year should my petition be waived: throughout the school year, I will work with a learning strategist from SASS to develop effective study habits, time-management skills and organizational techniques. I will schedule bi-weekly meetings to review my progress and adapt strategies as needed.
2. Participating in on-campus workshops: I will attend workshops designed to improve exam preparation, writing skills, and study habits. I will actively engage in as many workshops as offered to continuously refine these skills.
3. Consult Student Accessibility Services (QSAS) regarding academic accommodations as suggested by my psychologist. These accommodations may include:
a. Extra time to complete assignments and written tests/examinations. Due to challenges with executive functioning and sustained attention, it can take longer for me to demonstrate my knowledge. Providing extra time on assignments and exams will result in a more accurate assessment of my understanding of the subjects.
b. When available, access to lecture notes and slides ahead of time. Access to clear notes in advance will allow me to focus more on in-class content without the stress of trying to transcribe information as I am listening during the lecture.
c. When possible, I would benefit from being provided the lecture recording or the option to record my lectures. Because of difficulties with sustained attention, I would benefit from learning and processing information in manageable loads. A recording would allow my learning to not be obstructed by my attention wavering.
4. I plan to remain a full time student, however I think it would be best (as does my psychologist) if I were to maintain a smaller course load than the typical 30 units per year. I aim to take 24 units per year (12 per term), allowing me to focus more intensively on each course.
5. I will create a detailed weekly schedule that includes dedicated study times, breaks, and self-care activities. This structure will help me stay organized and maintain a balanced lifestyle.
As suggested by my psychologist to manage my ADHD symptoms, I will:
1. Continue to discuss the ADHD diagnosis with my family physician, working to find the right pharmacological treatment option and adjust it as necessary.
2. I will engage in therapy focused on Executive Functioning/ADHD coaching to develop better organizational and time-management skills. Additionally, I will attend therapy sessions to manage my anxiety symptoms, along with follow-up consultations with my family physician to ensure my well-being.
Monitoring Progress:
I will maintain regular contact with an academic advisor and instructors to monitor my progress and seek guidance when needed. I will schedule monthly check-ins to discuss my performance and any adjustments needed.
Conclusion:
I am committed to implementing these strategies to ensure my success in the upcoming academic year. By adopting effective study and organizational techniques, I am confident in my ability to succeed both academically and personally at Queen’s.
Due to my undiagnosed ADHD, I was unable to maintain and create good academic skills and work habits. I found it difficult to prepare for exams and complete written assignments throughout the academic year.
Goals:
Short-Term Goal: successfully complete the first year courses I was unable to succeed in due to my undiagnosed mental illness.
Long-Term Goal: Graduate from Queen’s with an undergraduate degree and gain admission to law school.
Action Steps:
In order to develop my academic skills and work habits, I plan on:
1. Consulting with a learning strategist from the Student Academic Success Services (SASS) throughout the school year should my petition be waived: throughout the school year, I will work with a learning strategist from SASS to develop effective study habits, time-management skills and organizational techniques. I will schedule bi-weekly meetings to review my progress and adapt strategies as needed.
2. Participating in on-campus workshops: I will attend workshops designed to improve exam preparation, writing skills, and study habits. I will actively engage in as many workshops as offered to continuously refine these skills.
3. Consult Student Accessibility Services (QSAS) regarding academic accommodations as suggested by my psychologist. These accommodations may include:
a. Extra time to complete assignments and written tests/examinations. Due to challenges with executive functioning and sustained attention, it can take longer for me to demonstrate my knowledge. Providing extra time on assignments and exams will result in a more accurate assessment of my understanding of the subjects.
b. When available, access to lecture notes and slides ahead of time. Access to clear notes in advance will allow me to focus more on in-class content without the stress of trying to transcribe information as I am listening during the lecture.
c. When possible, I would benefit from being provided the lecture recording or the option to record my lectures. Because of difficulties with sustained attention, I would benefit from learning and processing information in manageable loads. A recording would allow my learning to not be obstructed by my attention wavering.
4. I plan to remain a full time student, however I think it would be best (as does my psychologist) if I were to maintain a smaller course load than the typical 30 units per year. I aim to take 24 units per year (12 per term), allowing me to focus more intensively on each course.
5. I will create a detailed weekly schedule that includes dedicated study times, breaks, and self-care activities. This structure will help me stay organized and maintain a balanced lifestyle.
As suggested by my psychologist to manage my ADHD symptoms, I will:
1. Continue to discuss the ADHD diagnosis with my family physician, working to find the right pharmacological treatment option and adjust it as necessary.
2. I will engage in therapy focused on Executive Functioning/ADHD coaching to develop better organizational and time-management skills. Additionally, I will attend therapy sessions to manage my anxiety symptoms, along with follow-up consultations with my family physician to ensure my well-being.
Monitoring Progress:
I will maintain regular contact with an academic advisor and instructors to monitor my progress and seek guidance when needed. I will schedule monthly check-ins to discuss my performance and any adjustments needed.
Conclusion:
I am committed to implementing these strategies to ensure my success in the upcoming academic year. By adopting effective study and organizational techniques, I am confident in my ability to succeed both academically and personally at Queen’s.
Documentation
Professional Letter: Mia ADHD Assessment Report_encrypted_.pdf
Document: Letter of support MD.pdf