Submit an Academic Petition or Appeal

Petition Letter: Dear Associate Dean (Academic),

I am formally petitioning to waive the one-year deadline to retroactively drop the following courses taken during the Summer 2022, Fall 2022, and Winter 2023 semesters: ARTH 210, ASTR 101, CLST 203, GPHY 314, LAW 201, BIOL 439, HIST 110, BIOL 440, CISC 181, WRIT 120. Due to a series of severe and unforeseen extenuating circumstances—both physical and mental in nature—I was unable to submit this petition within the required timeframe, and I respectfully request your consideration of an exception.

Explanation of Extenuating Circumstances:

Timeline of Events:
February 15, 2022: I experienced a serious cooking injury on February 11, 2022, resulting in a severed tendon in my left index finger. This required surgery on February 17, 2022, followed by 3-4 months of hand rehabilitation. During this time, I was forced to wear a splint, rendering my left hand largely unusable for everyday activities. The injury impaired my ability to type, write, and take notes—critical tasks for academic success. Assignments became extremely difficult to complete, and I fell behind quickly.

March - April 2022: While still recovering from surgery, I began to develop signs of depression and anxiety, including low energy, emotional withdrawal, and poor sleep. I experienced a sharp decline in motivation and academic engagement, which I initially attributed to situational stress from my injury. However, these symptoms deepened throughout the semester, making consistent class participation nearly impossible.

May - August 2022 (Summer 2022): My mental health continued to worsen as I attempted to take on summer courses while managing lingering effects of my injury. I returned home to British Columbia, which temporarily helped my mood, but I remained overwhelmed by academic responsibilities. I was dealing with unresolved physical pain, increased social anxiety, and the intensifying emotional strain of a deteriorating romantic relationship, marked by manipulation, conflict, and isolation. These factors created an unstable environment that severely impacted my mental health.

September - December 2022 (Fall 2022): I attempted to continue my studies in the fall, but I was still carrying the psychological burden from earlier that year. My performance in classes suffered, and I experienced a resurgence of depressive symptoms and self-destructive behavior. The toxic relationship I was in reached a breaking point, and the breakup left me emotionally destabilized. I was overwhelmed by guilt, shame, and confusion—further diminishing my ability to concentrate on academics, let alone take care of my basic personal needs.

January - April 2023 (Winter 2023): My mental health reached its lowest point during this term. I was consumed by severe anxiety, social withdrawal, and executive dysfunction. Even basic tasks, like checking course portals or communicating with professors, became overwhelming. Though I sought help through Queen’s Student Wellness Services and QSAS, I struggled to consistently engage with the resources offered due to my deteriorating state. I was unable to complete coursework, and my academic standing suffered dramatically.

Severity and Specific Impact on Coursework:
Each semester was marked by compounding barriers that affected my ability to function academically. The injury in early 2022 limited my ability to write or type—leading to missed assignments and poor engagement. My escalating mental health issues—depression, anxiety, and eventually undiagnosed ADHD—resulted in chronic fatigue, poor focus, and inability to organize or manage my time effectively. Despite my intentions to recover and perform, my symptoms undermined every effort. Class attendance became sporadic. Assignment deadlines were missed or met with subpar work. Group participation, exam preparation, and communication with instructors were severely impaired across multiple courses.

Grades and Academic Performance Discrepancy:
While reviewing my transcript, you may note that I performed reasonably well in a select number of courses during the same semesters I am petitioning. I would like to clarify that these grades are not representative of my overall academic capacity during that period. In most cases, the courses in which I performed adequately were either repeats of previous coursework or part of my core curriculum—subjects I had prior familiarity with and for which I had additional motivation to succeed. My focus on these particular courses was driven by their importance to my academic progression, which compelled me to concentrate what limited cognitive and emotional energy I had into those few classes. These exceptions should not detract from the consistent, overarching impact that my injury and suffering mental health had across the broader course load.

Reason for Delay in Dropping Courses and Petitioning:
I did not fully understand the extent of my health issues while they were happening. I believed, at several points, that I could recover or catch up. I also lacked the emotional and cognitive clarity to initiate a course withdrawal or petition, especially while experiencing daily mental and emotional fatigue. After each term ended, I felt ashamed of my performance and avoided confronting the consequences. This led to a long delay in submitting this petition. The distress I felt during and after each term made it difficult to take necessary action until my condition was stabilized.

Steps Taken and Time Between Winter 2023 and Present:
In the spring and summer of 2023, I returned home to British Columbia and focused on recovery. I was diagnosed with ADHD on August 30, 2023—a pivotal moment that contextualized many of my previous academic challenges. I began treatment, including medication and counselling, and started implementing strategies tailored to my needs. These have already shown a measurable improvement in my day-to-day functioning and academic organization.
Since Winter 2023, I have not enrolled in any new courses, choosing instead to invest time in my recovery and develop tools for long-term stability. This period has been crucial in building better mental health practices, working closely with healthcare professionals, and preparing for a successful re-entry to academic life. I have also been actively reflecting on my academic goals and career direction, ensuring that my next steps are informed and purposeful. I am now in a much stronger position both emotionally and cognitively to resume coursework and succeed.

Future Academic Plan:
I have developed a comprehensive plan for future academic success. This includes: maintaining regular appointments with medical professionals and mental health counselors; leveraging ADHD-specific tools for time and task management; seeking academic accommodations through QSAS; reducing my course load; and remaining engaged with Queen’s advising services. These measures will ensure that I remain supported and on track.

Supporting Documentation:
I have gathered extensive supporting documentation including letters from healthcare providers, my ADHD diagnostic report, medical records from my surgery and rehabilitation, and correspondence with Queen’s support services. These documents verify the timeline, severity, and impact of my circumstances on my academic performance.

Conclusion:
The last several semesters were shaped by acute and persistent challenges that significantly disrupted my academic trajectory. However, with a formal diagnosis, professional support, and a realistic academic plan, I am now in a much stronger position to succeed. I respectfully request your approval of this petition to waive the one-year deadline to retroactively drop the listed courses, allowing me to restore my academic record and continue pursuing my educational and professional goals.

Thank you very much for your time and thoughtful consideration.

Respectfully,

Thomas Crozier
Student ID: 20123779