Submit an Academic Petition or Appeal

Petition Letter: Dr. Dorit Namaan
Associate Dean (Academic)
Faculty of Arts and Science
Queen’s University

Dear Dr. Namaan,
I am petitioning to late drop PSYC 100 (Summer 2025), PSYC 251 (Fall 2025), and CLST 131 (Winter 2026), as well as to have my grades in LING 102 (Winter 2025), SOCY 122 (Winter 2025), PSYC 241 (Winter 2026), and DRAM 200 (Fall/Winter 25/26) changed to Credit Received (CR) standing on my transcript.
The academic difficulties underlying this request arose from significant and evolving mental health challenges that were not fully understood or diagnosed at the time. I was diagnosed with anorexia nervosa in September 2022 and was hospitalized in July 2023. During that period, I was also diagnosed with depression and anxiety and began treatment with medication. Although I entered university hopeful about my recovery, my mental health declined after moving to Kingston in Fall 2024. I experienced increasing isolation, severe anxiety, and periods of what I can only describe as “mental paralysis,” during which I found it extremely difficult to attend classes or complete coursework.
During this period, I attempted to seek support but faced barriers. I accessed on-campus counselling for students living in residence, but was limited to only two sessions. I was largely unaware of how to navigate academic or accessibility supports and felt overwhelmed by even simple administrative tasks. As a result, I did not have any formal academic accommodations in place during my first year or the beginning of my second year. My family physician attempted several medication adjustments throughout first year, but these were not effective and at times worsened my symptoms.
In Summer 2025, I retook PSYC 100 with the goal of improving my grade to pursue a Psychology major. However, as my symptoms persisted, I became overwhelmed and disengaged from the course. I did not fully understand the academic consequences of stopping coursework, as I believed the original credit would still stand. In Fall 2025, I enrolled in an extra course, including PSYC 100 again, but my condition had worsened. I struggled significantly with focus, fatigue, and anxiety, and found it nearly impossible to keep up with academic responsibilities.
A turning point came in October 2025, when a professor encouraged me to contact accessibility services. With support from my mother, I connected with Queen’s Student Accessibility Services (QSAS) and began receiving temporary accommodations in November 2025; while somewhat beneficial, they were introduced too late to significantly affect my academic performance in first year and most of second year. Around the same time, I began working with a therapist at Kingston Counselling Clinic, with whom I continue to meet regularly. However, by the time these supports were in place, the term was already well underway and much of the academic impact had already occurred.
In January 2026, my therapist assessed me for ADHD, and the results indicated that I met the criteria. After follow-up with my family physician in February and a referral to a psychiatrist, I received a formal diagnosis of ADHD on April 22, 2026. Due to my medical history, medication was deferred pending psychiatric consultation, and I am scheduled to begin treatment in early May. This diagnosis has provided important clarity about the longstanding difficulties I have experienced with focus, motivation, and task initiation.
These circumstances directly affected the courses included in this petition. Courses with heavy reading and writing requirements, such as LING 102, SOCY 122, and CLST 131, were particularly difficult to manage given my symptoms. In addition, courses such as SOCY 122, CLST 131, DRAM 200, and the PSYC courses were especially impacted because a significant portion of the assessment was based on tests and exams, which I found particularly challenging due to the sustained attention required, the extreme fatigue I experienced during exams, and my difficulties with time management in timed settings. Similarly, my struggles in PSYC 100 and PSYC 251 were closely tied to my inability to sustain attention and complete ongoing coursework. I did not drop these courses before the deadlines because I did not yet understand the nature or severity of my condition, believed I could improve if I tried harder, and found it extremely difficult to navigate academic processes without support.
Since receiving appropriate support and a formal diagnosis, I have taken meaningful steps to address these challenges. I am now fully registered with QSAS and continue to receive accommodations. I am engaged in ongoing therapy and working to develop effective strategies for managing ADHD. I also just met with an academic advisor to help plan my path forward.
If this petition is granted, I intend to move forward with a more structured and supported academic plan. I will meet again with an academic advisor to determine the most appropriate course load for Fall 2026, which may include a reduced course load as I adjust to new supports and treatment. I will continue working closely with QSAS and my therapist, and I will implement the strategies and, if appropriate, medication recommended by my healthcare providers. With these supports now in place, I am confident in my ability to approach my studies more effectively and sustainably.

Thank you sincerely for your time and consideration of my petition.

Sydney Black
Student #20489360