Manage Appeals
Petition Type: New
ID: 14464
Submitted: June 14, 2026 at 4:31:56 PM
First Name: Dace
Last Name: Charlebois
Pronoun: She
Preferred Name: Dace Charlebois
Student Number: 20407176
Email: 22bfk3@queensu.ca
Degree Program: BAH concurrent education
Plan: RELS
Level of Study: 3
Petition Categories
Petition Categories: Drop a course after the academic deadline, Waive the requirement to withdraw for one year
Code: .
Term: Summer
Year: 2026
Petition Category: Drop a course after the academic deadline
Petition Letter
Petition Letter: Dear Academic Standing and Progress Committee,
I am writing to respectfully petition the requirement that I withdraw from Queen’s University for one year. I acknowledge that my academic performance did not meet the standards expected by the University, and I take responsibility for the academic difficulties that resulted in my current standing. However, I believe that significant extenuating circumstances beyond my control substantially contributed to my academic challenges during the 2025–2026 academic year.
Extenuating Circumstances
In early 2026, my father unexpectedly lost his job. My parents are separated, and I was only made aware of the situation when my mother stopped receiving child support payments. My father has a history of mental illness, and since losing his employment, his mental health has noticeably deteriorated. During this period, he became increasingly isolated from me and significantly reduced communication. Since Christmas, I have only seen my father once. The sudden change in our relationship and the lack of contact caused me significant emotional distress, as I was left worrying about his well-being while also trying to cope with the uncertainty surrounding my family’s financial situation.
These events had a profound impact on my emotional well-being. I experienced ongoing anxiety regarding my father’s health and our relationship, while also becoming increasingly concerned about my financial situation and my ability to afford basic necessities, rent, and tuition. The uncertainty surrounding both my family circumstances and finances became a constant source of stress throughout the semester.
As these concerns intensified, I found it increasingly difficult to focus on my coursework, remain motivated, and complete assignments on time. My concentration and productivity declined significantly as I struggled to manage the emotional impact of my family situation alongside the financial uncertainty it created. Rather than being able to dedicate my full attention to my studies, I was frequently overwhelmed by concerns about my father’s well-being, my family’s financial stability, and my own ability to continue funding my education. These circumstances directly affected my academic performance and contributed to the grades that resulted in my current academic standing.
Steps Taken to Address the Situation
Since recognizing the extent to which these circumstances were affecting me, I have taken meaningful steps to address them. I have been in contact with mental health services and have sought professional support regarding symptoms of anxiety and depression. I am currently in the process of obtaining a formal assessment and diagnosis. In addition, I have secured a second summer job to improve my financial stability and reduce the financial stressors that contributed to my academic difficulties.
While I cannot change the circumstances that affected my academic performance, I have taken proactive steps to ensure that I am better equipped to manage future challenges. Through accessing mental health support, improving my financial stability, and creating a realistic academic plan, I have begun addressing the factors that contributed to my difficulties and am committed to continuing this progress.
Academic Success Plan
If granted the opportunity to continue my studies, I have developed a clear and realistic plan to support my academic success. I intend to reduce my course load to between 9 and 12 credits per semester, allowing me to focus more effectively on each course and maintain a manageable workload. I will continue utilizing mental health supports and follow through with any recommended treatment and accommodations.
I also plan to maintain a structured weekly schedule, begin assignments well in advance of deadlines, attend classes consistently, make use of office hours, and access academic support services when needed. By reducing my course load and prioritizing both my mental health and academic responsibilities, I am confident that I will be able to successfully complete coursework, improve my academic standing, and meet the University’s expectations moving forward. As part of my recovery plan, I have also requested to withdraw from my Summer 2026 courses after the deadline. This decision was not made lightly. After reflecting on the circumstances that contributed to my academic difficulties, I recognized that continuing with a full academic workload while attempting to address my mental health challenges would not set me up for success. Instead, I have chosen to dedicate this summer to working, improving my financial stability, accessing mental health support, and focusing on my recovery. I believe taking this time to address the underlying factors that affected my academic performance will better position me for success upon my return to studies.
Impact on My Concurrent Education Program
As a Concurrent Education student, being required to withdraw for one year would significantly delay my academic and professional goals. My goal is to become a teacher, and continuing my studies is an important part of that path. In addition to completing my degree requirements, I need to improve my GPA in order to return to my Education courses and continue progressing within the Concurrent Education program.
Allowing me to remain enrolled while following a reduced course load would provide me with the opportunity to demonstrate my academic capabilities, improve my academic standing, and work toward re-entering the Education component of my program. I am committed to taking the necessary steps to achieve this goal and have developed a realistic plan that prioritizes academic success, mental health, and financial stability.
Alternative Request if Petition is Denied
If the Committee determines that my petition cannot be granted, I respectfully request permission to complete post-secondary studies at Algonquin College during my required withdrawal period. Specifically, I am considering either the accelerated three-semester Business – Online full-time program or the two-semester Office Administration – Online program.
My intention is to use this time productively while continuing to strengthen my mental health, address the challenges that contributed to my academic difficulties, and further develop the time-management and study skills necessary for future academic success. Completing one of these programs would also allow me to maintain full-time student status and continue receiving access to my mother’s benefits plan, including coverage for mental health services, counselling, and dental care. Given that I am currently seeking support for symptoms of anxiety and depression, maintaining access to these benefits would be instrumental in supporting my recovery and long-term academic success.
The accelerated Business program would allow me to complete a credential that is typically delivered over two years while still finishing in time to return to Queen’s University in Fall 2027. Alternatively, the Office Administration program would provide me with a post-secondary certificate while allowing me to remain engaged in academics and focus on my personal well-being. In either case, I would remain actively involved in post-secondary education, continue building academic confidence, and demonstrate my commitment to achieving positive academic outcomes. I believe this would be a constructive use of the withdrawal period and would better prepare me for a successful return to Queen’s University.
Conclusion
I recognize the seriousness of my academic standing and understand the Committee’s responsibility to ensure students are in a position to succeed. I genuinely believe that the circumstances that contributed to my academic difficulties were temporary, significant, and largely beyond my control. I have already begun taking steps to address both my mental health and financial challenges, and I am committed to making the changes necessary to be successful moving forward.
I remain committed to my education and to achieving success at Queen’s University. I respectfully ask the Committee to consider the impact of these extenuating circumstances
and grant my petition to waive the requirement to withdraw. Although I am unable to obtain documentation directly from my father due to limited communication and his mental health challenges, I have included the supporting documentation available to me, including child support records (payments stop in Feb-march 2026) and a conversation between my parents that helps establish the timing and impact of these circumstances.
Thank you for your time and consideration
I am writing to respectfully petition the requirement that I withdraw from Queen’s University for one year. I acknowledge that my academic performance did not meet the standards expected by the University, and I take responsibility for the academic difficulties that resulted in my current standing. However, I believe that significant extenuating circumstances beyond my control substantially contributed to my academic challenges during the 2025–2026 academic year.
Extenuating Circumstances
In early 2026, my father unexpectedly lost his job. My parents are separated, and I was only made aware of the situation when my mother stopped receiving child support payments. My father has a history of mental illness, and since losing his employment, his mental health has noticeably deteriorated. During this period, he became increasingly isolated from me and significantly reduced communication. Since Christmas, I have only seen my father once. The sudden change in our relationship and the lack of contact caused me significant emotional distress, as I was left worrying about his well-being while also trying to cope with the uncertainty surrounding my family’s financial situation.
These events had a profound impact on my emotional well-being. I experienced ongoing anxiety regarding my father’s health and our relationship, while also becoming increasingly concerned about my financial situation and my ability to afford basic necessities, rent, and tuition. The uncertainty surrounding both my family circumstances and finances became a constant source of stress throughout the semester.
As these concerns intensified, I found it increasingly difficult to focus on my coursework, remain motivated, and complete assignments on time. My concentration and productivity declined significantly as I struggled to manage the emotional impact of my family situation alongside the financial uncertainty it created. Rather than being able to dedicate my full attention to my studies, I was frequently overwhelmed by concerns about my father’s well-being, my family’s financial stability, and my own ability to continue funding my education. These circumstances directly affected my academic performance and contributed to the grades that resulted in my current academic standing.
Steps Taken to Address the Situation
Since recognizing the extent to which these circumstances were affecting me, I have taken meaningful steps to address them. I have been in contact with mental health services and have sought professional support regarding symptoms of anxiety and depression. I am currently in the process of obtaining a formal assessment and diagnosis. In addition, I have secured a second summer job to improve my financial stability and reduce the financial stressors that contributed to my academic difficulties.
While I cannot change the circumstances that affected my academic performance, I have taken proactive steps to ensure that I am better equipped to manage future challenges. Through accessing mental health support, improving my financial stability, and creating a realistic academic plan, I have begun addressing the factors that contributed to my difficulties and am committed to continuing this progress.
Academic Success Plan
If granted the opportunity to continue my studies, I have developed a clear and realistic plan to support my academic success. I intend to reduce my course load to between 9 and 12 credits per semester, allowing me to focus more effectively on each course and maintain a manageable workload. I will continue utilizing mental health supports and follow through with any recommended treatment and accommodations.
I also plan to maintain a structured weekly schedule, begin assignments well in advance of deadlines, attend classes consistently, make use of office hours, and access academic support services when needed. By reducing my course load and prioritizing both my mental health and academic responsibilities, I am confident that I will be able to successfully complete coursework, improve my academic standing, and meet the University’s expectations moving forward. As part of my recovery plan, I have also requested to withdraw from my Summer 2026 courses after the deadline. This decision was not made lightly. After reflecting on the circumstances that contributed to my academic difficulties, I recognized that continuing with a full academic workload while attempting to address my mental health challenges would not set me up for success. Instead, I have chosen to dedicate this summer to working, improving my financial stability, accessing mental health support, and focusing on my recovery. I believe taking this time to address the underlying factors that affected my academic performance will better position me for success upon my return to studies.
Impact on My Concurrent Education Program
As a Concurrent Education student, being required to withdraw for one year would significantly delay my academic and professional goals. My goal is to become a teacher, and continuing my studies is an important part of that path. In addition to completing my degree requirements, I need to improve my GPA in order to return to my Education courses and continue progressing within the Concurrent Education program.
Allowing me to remain enrolled while following a reduced course load would provide me with the opportunity to demonstrate my academic capabilities, improve my academic standing, and work toward re-entering the Education component of my program. I am committed to taking the necessary steps to achieve this goal and have developed a realistic plan that prioritizes academic success, mental health, and financial stability.
Alternative Request if Petition is Denied
If the Committee determines that my petition cannot be granted, I respectfully request permission to complete post-secondary studies at Algonquin College during my required withdrawal period. Specifically, I am considering either the accelerated three-semester Business – Online full-time program or the two-semester Office Administration – Online program.
My intention is to use this time productively while continuing to strengthen my mental health, address the challenges that contributed to my academic difficulties, and further develop the time-management and study skills necessary for future academic success. Completing one of these programs would also allow me to maintain full-time student status and continue receiving access to my mother’s benefits plan, including coverage for mental health services, counselling, and dental care. Given that I am currently seeking support for symptoms of anxiety and depression, maintaining access to these benefits would be instrumental in supporting my recovery and long-term academic success.
The accelerated Business program would allow me to complete a credential that is typically delivered over two years while still finishing in time to return to Queen’s University in Fall 2027. Alternatively, the Office Administration program would provide me with a post-secondary certificate while allowing me to remain engaged in academics and focus on my personal well-being. In either case, I would remain actively involved in post-secondary education, continue building academic confidence, and demonstrate my commitment to achieving positive academic outcomes. I believe this would be a constructive use of the withdrawal period and would better prepare me for a successful return to Queen’s University.
Conclusion
I recognize the seriousness of my academic standing and understand the Committee’s responsibility to ensure students are in a position to succeed. I genuinely believe that the circumstances that contributed to my academic difficulties were temporary, significant, and largely beyond my control. I have already begun taking steps to address both my mental health and financial challenges, and I am committed to making the changes necessary to be successful moving forward.
I remain committed to my education and to achieving success at Queen’s University. I respectfully ask the Committee to consider the impact of these extenuating circumstances
and grant my petition to waive the requirement to withdraw. Although I am unable to obtain documentation directly from my father due to limited communication and his mental health challenges, I have included the supporting documentation available to me, including child support records (payments stop in Feb-march 2026) and a conversation between my parents that helps establish the timing and impact of these circumstances.
Thank you for your time and consideration
Academic Plan
Academic Plan: If my petition is granted, I have developed a specific and realistic plan to address the circumstances that contributed to my academic difficulties and support my future success at Queen’s University. First, I will continue working with mental health professionals and follow through with my assessment for anxiety and depression. I intend to maintain regular appointments and follow any treatment recommendations. Accessing professional support will help me better manage stress, anxiety, and emotional challenges before they begin to affect my academic performance.
Second, I will reduce my academic workload to between 9 and 12 credits per semester. A lighter course load will allow me to dedicate more time and attention to each course while balancing my mental health needs and financial responsibilities. This adjustment will provide me with a more manageable path toward improving my GPA and returning to good academic standing.
For the Fall term, I plan to take three to four Religious Studies (RELS) courses that are required for my major. I intend to follow a similar approach in the Winter term by prioritizing required Religious Studies courses while maintaining a reduced course load. Because I have changed majors several times throughout my degree, I have accumulated a significant number of elective credits. As a result, my priority moving forward is completing the courses required for my major rather than taking additional electives. Focusing on major requirements will provide a clearer academic path, help me make meaningful progress toward degree completion, and allow me to concentrate my efforts on subjects that align with my academic interests and long-term goals.
Third, I will implement a structured academic schedule that includes setting aside dedicated study hours each week, beginning assignments well before deadlines, and breaking large projects into smaller, manageable tasks. I will regularly attend classes, make use of professor and teaching assistant office hours, and seek assistance as soon as I begin experiencing difficulty in a course rather than waiting until problems become overwhelming.
Fourth, I will continue working during the summer to improve my financial stability and reduce the financial stress that contributed to my academic difficulties. By securing a second summer job, I am taking proactive steps to ensure that concerns regarding tuition, rent, and other living expenses have less impact on my ability to focus on my studies.
Finally, as a Concurrent Education student, my goal is to improve my GPA so that I can return to my Education courses and continue progressing toward becoming a teacher. This goal provides me with strong motivation to remain focused and committed to my studies. By maintaining mental health supports, reducing my course load, improving my time-management strategies, and addressing financial stressors, I am confident that I can successfully complete my coursework and achieve the academic standing necessary to continue in my program.
I have carefully considered the factors that contributed to my academic difficulties and have developed this plan to ensure that similar circumstances do not affect my academic performance in the future. I am committed to following this plan and demonstrating that I can be successful at Queen’s University.
Second, I will reduce my academic workload to between 9 and 12 credits per semester. A lighter course load will allow me to dedicate more time and attention to each course while balancing my mental health needs and financial responsibilities. This adjustment will provide me with a more manageable path toward improving my GPA and returning to good academic standing.
For the Fall term, I plan to take three to four Religious Studies (RELS) courses that are required for my major. I intend to follow a similar approach in the Winter term by prioritizing required Religious Studies courses while maintaining a reduced course load. Because I have changed majors several times throughout my degree, I have accumulated a significant number of elective credits. As a result, my priority moving forward is completing the courses required for my major rather than taking additional electives. Focusing on major requirements will provide a clearer academic path, help me make meaningful progress toward degree completion, and allow me to concentrate my efforts on subjects that align with my academic interests and long-term goals.
Third, I will implement a structured academic schedule that includes setting aside dedicated study hours each week, beginning assignments well before deadlines, and breaking large projects into smaller, manageable tasks. I will regularly attend classes, make use of professor and teaching assistant office hours, and seek assistance as soon as I begin experiencing difficulty in a course rather than waiting until problems become overwhelming.
Fourth, I will continue working during the summer to improve my financial stability and reduce the financial stress that contributed to my academic difficulties. By securing a second summer job, I am taking proactive steps to ensure that concerns regarding tuition, rent, and other living expenses have less impact on my ability to focus on my studies.
Finally, as a Concurrent Education student, my goal is to improve my GPA so that I can return to my Education courses and continue progressing toward becoming a teacher. This goal provides me with strong motivation to remain focused and committed to my studies. By maintaining mental health supports, reducing my course load, improving my time-management strategies, and addressing financial stressors, I am confident that I can successfully complete my coursework and achieve the academic standing necessary to continue in my program.
I have carefully considered the factors that contributed to my academic difficulties and have developed this plan to ensure that similar circumstances do not affect my academic performance in the future. I am committed to following this plan and demonstrating that I can be successful at Queen’s University.
Documentation
Professional Letter: Statement of account.pdf
Document: Statement of account-0.pdf
Documentation Detail: Screenshots of messages between father and mother, image of swollen face due to stress, screenshots
Document: Statement of account-1.pdf