Manage Appeals
Petition Type: New
ID: 13730
Submitted: November 24, 2025 at 2:37:06 PM
First Name: Kelby
Last Name: Mackie-Stuber
Pronoun: he/him/his
Student Number: 20270174
Email: 20kwms@queensu.ca
Degree Program: BAH
Plan: POLS
Level of Study: 4
Petition Categories
Petition Categories: Waive the 21-day or one term deadline
Petition Letter
Petition Letter: Dear Associate Dean (Academic),
I am petitioning the Faculty of Arts and Science to waive the one-year deadline for submitting an academic petition related to courses taken in the Winter 2023 and Fall 2023 academic terms. I am petitioning to drop LAW 206 and CLST 203 (Winter 2023) and to receive a grade of aegrotat standing in ENGL 104 (Fall 2023).
During the 2022–2023 academic year and into the Fall 2023 term, I experienced significant and debilitating academic difficulties that, although I could not identify them at the time, were the direct result of undiagnosed and untreated ADHD, which was compounded by severe anxiety related to my inability to keep up with coursework. I struggled with concentration, task initiation, emotional regulation, and maintaining academic and social relationships, which compounded the difficulties I faced as I fell further behind in my studies as the term progressed. This acute episode and its symptoms substantially impaired my academic performance, causing me to pass only one course in Winter 2023 and be unable to handle my already-reduced courseload in Fall 2023.
Unaware that a clinical condition caused these symptoms, I did not seek medical support or appropriate accommodations during the relevant academic terms. However, due to prolonged and worsening difficulty, I sought professional assessment in August 2024. I received a formal diagnosis of ADHD and general anxiety disorder, clarifying the underlying cause of the struggles I experienced in the years prior. However, due to my unfamiliarity with the university’s petition and appeals process regarding disabilities, I did not realize until the following academic year that I could request retroactive consideration based on my diagnosis. Thus, I inadvertently missed the one-year deadline for petitioning because I received my diagnosis after it had already passed.
Once diagnosed, I was able to receive appropriate medical support, including taking medication and engaging in therapeutic support. Once I returned to Queen’s for the Fall 2024 term, I immediately registered with Queen’s Student Accessibility Services (QSAS) and have received appropriate academic accommodations. My condition improved significantly with treatment following my diagnosis, and I am excited to announce that I excelled throughout the 2024-2025 academic year, earning a personal-best 3.89 grade-point average. This improvement signals both the severity of the untreated condition in earlier years and my ability to excel academically when supported by diagnosis and accommodation.
Since my diagnosis, I have taken proactive and sustained steps to ensure long-term academic success. I consistently make use of my approved accommodations and regularly attend medical follow-ups to monitor the effectiveness of my treatment plan and adjust it if needed. I have also met with advisors from Student Academic Success Services and incorporated their evidence-based strategies into my daily academic workflow.
In addition to medical and academic supports, I have built strong habits around communication and self-advocacy. I maintain regular check-ins with my instructors, meet with academic advisors when necessary, and seek clarification or assistance early—rather than waiting until challenges become overwhelming. The success I demonstrated in the 2024–25 academic year reflects the effectiveness of these systems and my commitment to continued academic excellence.
Moving forward, the combination of medical treatment, accommodations, structured planning, and increased self-awareness will ensure my continued success. I have addressed the circumstances that contributed to my past academic difficulties, and I am fully prepared to meet the demands of my program.
As I prepare to graduate and determine my life path after convocation, I am exploring the possibility of attending graduate school. Receiving clarification and support about my condition has revived my motivation to learn and further my education. However, I worry about the potential impact that my previous academic struggles caused by my unaccommodated disability will have on my ability to be admitted into a graduate program successfully. Thus, given that the academic performance in the courses in question does not reflect my abilities but rather the impact of a then-unknown disability, I respectfully request that the Faculty consider these circumstances as sufficient grounds for waiving the one-year deadline to petition for a late-course drop.
Sincerely,
Kelby Mackie-Stuber
20270174
I am petitioning the Faculty of Arts and Science to waive the one-year deadline for submitting an academic petition related to courses taken in the Winter 2023 and Fall 2023 academic terms. I am petitioning to drop LAW 206 and CLST 203 (Winter 2023) and to receive a grade of aegrotat standing in ENGL 104 (Fall 2023).
During the 2022–2023 academic year and into the Fall 2023 term, I experienced significant and debilitating academic difficulties that, although I could not identify them at the time, were the direct result of undiagnosed and untreated ADHD, which was compounded by severe anxiety related to my inability to keep up with coursework. I struggled with concentration, task initiation, emotional regulation, and maintaining academic and social relationships, which compounded the difficulties I faced as I fell further behind in my studies as the term progressed. This acute episode and its symptoms substantially impaired my academic performance, causing me to pass only one course in Winter 2023 and be unable to handle my already-reduced courseload in Fall 2023.
Unaware that a clinical condition caused these symptoms, I did not seek medical support or appropriate accommodations during the relevant academic terms. However, due to prolonged and worsening difficulty, I sought professional assessment in August 2024. I received a formal diagnosis of ADHD and general anxiety disorder, clarifying the underlying cause of the struggles I experienced in the years prior. However, due to my unfamiliarity with the university’s petition and appeals process regarding disabilities, I did not realize until the following academic year that I could request retroactive consideration based on my diagnosis. Thus, I inadvertently missed the one-year deadline for petitioning because I received my diagnosis after it had already passed.
Once diagnosed, I was able to receive appropriate medical support, including taking medication and engaging in therapeutic support. Once I returned to Queen’s for the Fall 2024 term, I immediately registered with Queen’s Student Accessibility Services (QSAS) and have received appropriate academic accommodations. My condition improved significantly with treatment following my diagnosis, and I am excited to announce that I excelled throughout the 2024-2025 academic year, earning a personal-best 3.89 grade-point average. This improvement signals both the severity of the untreated condition in earlier years and my ability to excel academically when supported by diagnosis and accommodation.
Since my diagnosis, I have taken proactive and sustained steps to ensure long-term academic success. I consistently make use of my approved accommodations and regularly attend medical follow-ups to monitor the effectiveness of my treatment plan and adjust it if needed. I have also met with advisors from Student Academic Success Services and incorporated their evidence-based strategies into my daily academic workflow.
In addition to medical and academic supports, I have built strong habits around communication and self-advocacy. I maintain regular check-ins with my instructors, meet with academic advisors when necessary, and seek clarification or assistance early—rather than waiting until challenges become overwhelming. The success I demonstrated in the 2024–25 academic year reflects the effectiveness of these systems and my commitment to continued academic excellence.
Moving forward, the combination of medical treatment, accommodations, structured planning, and increased self-awareness will ensure my continued success. I have addressed the circumstances that contributed to my past academic difficulties, and I am fully prepared to meet the demands of my program.
As I prepare to graduate and determine my life path after convocation, I am exploring the possibility of attending graduate school. Receiving clarification and support about my condition has revived my motivation to learn and further my education. However, I worry about the potential impact that my previous academic struggles caused by my unaccommodated disability will have on my ability to be admitted into a graduate program successfully. Thus, given that the academic performance in the courses in question does not reflect my abilities but rather the impact of a then-unknown disability, I respectfully request that the Faculty consider these circumstances as sufficient grounds for waiving the one-year deadline to petition for a late-course drop.
Sincerely,
Kelby Mackie-Stuber
20270174
Documentation
Professional Letter: 2025-Nov-20_Disability_Forms_Queen_s_Form.pdf
Documentation Detail: A completed QSAS verification of Disability form filled out by my physician on September 19, 2024.