Manage Appeals
Petition Type: New
ID: 14563
Submitted: July 16, 2026 at 2:56:17 PM
First Name: Julien
Last Name: Morel
Pronoun: He/Him
Preferred Name: Julien
Student Number: 20475151
Email: 23bxq10@queensu.ca
Degree Program: BAH
Plan: ECON
Level of Study: 3
Petition Categories
Petition Categories: Waive the requirement to withdraw for one year
Petition Letter
Petition Letter: (I selected “Submit a New Petition” because this option provided the designated section for the academic plan required for a Requirement to Withdraw petition. This submission also includes my request for the missed petition deadline to be waived).
Dear Associate Director (Studies),
I respectfully petition the Faculty of Arts and Science to waive my Requirement to Withdraw and consider my petition despite its late submission. I understand the seriousness of both requests and accept responsibility for my academic performance and late response.
I have been experiencing anxiety and other mental health challenges since before university. My first year performance at Queen’s fell far below my expectations, and I recognized that I needed to develop stronger study habits, better organization, and more consistent engagement in coursework. I completed first year committed to making those improvements in second year.
In early May 2025, my grandmother passed away. This was the first death of someone in my close family, and it affected me more deeply than I had understood at the time. Her passing significantly worsened difficulties I had previously tried to manage alone. Rather than processing the loss or speaking openly with anyone, I suppressed my grief and continued bottling up difficult emotions.
During the summer, I spent increasing amounts of time thinking about death, uncertainties in life, and the possibility of losing people close to me. My anxiety intensified, and I experienced difficulty sleeping, depressive symptoms, and a loss of motivation and purpose. My worsening mental health affected my concentration and ability to follow through on the changes I had planned for second year.
In October 2025, shortly after reading week, I experienced a severe episode of anxiety and sleeplessness that left me overwhelmed and frightened. My thoughts about mortality and uncertainty about the future, which had begun during the summer, intensified, which caused me to struggle with redirecting my thoughts away from them. Despite recognizing that I needed help, I continued trying to manage everything alone and did not speak honestly with my family, contact the University, or seek professional support.
These circumstances affected my entire second year course load across both terms. I struggled to get out of bed, maintain routines, attend classes consistently, concentrate during lectures, complete assignments, and adequately prepare for exams. As I fell behind, unfinished work piled up and became overwhelming which led to further avoidance. I became isolated and lost interest in activities I had previously enjoyed.
I do not present my circumstances as any type of excuse or claim that every academic difficulty resulted from my mental health. My first year performance had already shown areas in which I needed to improve. I now recognize that my tendency to avoid difficult situations and suppress negative emotions had caused my situation to worsen. I did not seek out professional support, communicate honestly with my family and the University, and I failed to reconsider my course load when the situation became unmanageable. I accept responsibility for allowing the situation to continue without seeking proper help.
The Requirement to Withdraw notice was issued on May 26, 2026. By then, I had returned home on April 16 and begun working full-time in construction management. Although work helped me rebuild structure and routine, my anxiety and avoidance of my academic situation had not resolved. I focused on immediate work responsibilities and did not monitor SOLUS or Queen’s communications as carefully as I should have. Consequently, I did not see the notice within the 15 business day deadline. In June 2026, I began therapy to address my issues directly. I logged into SOLUS on July 13 to review course selection information. I saw the notice and immediately began to prepare my petition. I accept that monitoring my academic standing and Queen’s communications was my responsibility, and I regret not acting sooner.
I am no longer trying to manage these challenges through avoidance and isolation. I am continuing therapy, communicating openly with my parents, and rebuilding consistency through my employment. If permitted to return, I will work with a tutor or an academic coach from the very beginning of the term, meet with an academic advisor and follow the workload they recommend, prioritize in-person courses where possible, maintain a structured weekly schedule, check my Queen’s email and SOLUS daily, and use appropriate academic and wellness resources. A detailed academic plan outlining these measures is included with my petition
My preferred goal is to continue studying Economics. If that is not immediately possible, I am prepared to pursue a General Arts and Science degree or another pathway recommended by an academic advisor. I am willing to repeat second year, retake courses, follow an academic success plan, and meet any other conditions the Faculty considers appropriate.
Queen’s remains the place where I want to complete my education. I am not asking for my previous performance to be disregarded. I am asking for the opportunity to apply what I have learned and demonstrate that I am prepared to return with greater maturity, structure, and accountability.
Thank you for your time and consideration.
Sincerely,
Julien Morel #20475151
Dear Associate Director (Studies),
I respectfully petition the Faculty of Arts and Science to waive my Requirement to Withdraw and consider my petition despite its late submission. I understand the seriousness of both requests and accept responsibility for my academic performance and late response.
I have been experiencing anxiety and other mental health challenges since before university. My first year performance at Queen’s fell far below my expectations, and I recognized that I needed to develop stronger study habits, better organization, and more consistent engagement in coursework. I completed first year committed to making those improvements in second year.
In early May 2025, my grandmother passed away. This was the first death of someone in my close family, and it affected me more deeply than I had understood at the time. Her passing significantly worsened difficulties I had previously tried to manage alone. Rather than processing the loss or speaking openly with anyone, I suppressed my grief and continued bottling up difficult emotions.
During the summer, I spent increasing amounts of time thinking about death, uncertainties in life, and the possibility of losing people close to me. My anxiety intensified, and I experienced difficulty sleeping, depressive symptoms, and a loss of motivation and purpose. My worsening mental health affected my concentration and ability to follow through on the changes I had planned for second year.
In October 2025, shortly after reading week, I experienced a severe episode of anxiety and sleeplessness that left me overwhelmed and frightened. My thoughts about mortality and uncertainty about the future, which had begun during the summer, intensified, which caused me to struggle with redirecting my thoughts away from them. Despite recognizing that I needed help, I continued trying to manage everything alone and did not speak honestly with my family, contact the University, or seek professional support.
These circumstances affected my entire second year course load across both terms. I struggled to get out of bed, maintain routines, attend classes consistently, concentrate during lectures, complete assignments, and adequately prepare for exams. As I fell behind, unfinished work piled up and became overwhelming which led to further avoidance. I became isolated and lost interest in activities I had previously enjoyed.
I do not present my circumstances as any type of excuse or claim that every academic difficulty resulted from my mental health. My first year performance had already shown areas in which I needed to improve. I now recognize that my tendency to avoid difficult situations and suppress negative emotions had caused my situation to worsen. I did not seek out professional support, communicate honestly with my family and the University, and I failed to reconsider my course load when the situation became unmanageable. I accept responsibility for allowing the situation to continue without seeking proper help.
The Requirement to Withdraw notice was issued on May 26, 2026. By then, I had returned home on April 16 and begun working full-time in construction management. Although work helped me rebuild structure and routine, my anxiety and avoidance of my academic situation had not resolved. I focused on immediate work responsibilities and did not monitor SOLUS or Queen’s communications as carefully as I should have. Consequently, I did not see the notice within the 15 business day deadline. In June 2026, I began therapy to address my issues directly. I logged into SOLUS on July 13 to review course selection information. I saw the notice and immediately began to prepare my petition. I accept that monitoring my academic standing and Queen’s communications was my responsibility, and I regret not acting sooner.
I am no longer trying to manage these challenges through avoidance and isolation. I am continuing therapy, communicating openly with my parents, and rebuilding consistency through my employment. If permitted to return, I will work with a tutor or an academic coach from the very beginning of the term, meet with an academic advisor and follow the workload they recommend, prioritize in-person courses where possible, maintain a structured weekly schedule, check my Queen’s email and SOLUS daily, and use appropriate academic and wellness resources. A detailed academic plan outlining these measures is included with my petition
My preferred goal is to continue studying Economics. If that is not immediately possible, I am prepared to pursue a General Arts and Science degree or another pathway recommended by an academic advisor. I am willing to repeat second year, retake courses, follow an academic success plan, and meet any other conditions the Faculty considers appropriate.
Queen’s remains the place where I want to complete my education. I am not asking for my previous performance to be disregarded. I am asking for the opportunity to apply what I have learned and demonstrate that I am prepared to return with greater maturity, structure, and accountability.
Thank you for your time and consideration.
Sincerely,
Julien Morel #20475151
Academic Plan
Academic Plan: ACADEMIC PLAN FOR RETURN TO STUDIES
Julien Morel
Student Number: 20475151
Faculty of Arts and Science
PURPOSE AND COMMITMENT
This plan outlines the academic pathway, workload, and support structure I will follow if permitted to return to Queen’s. It addresses the anxiety, grief, avoidance, inconsistent routines, and academic work habits that affected my previous performance. My goal is to return with a realistic workload, consistent accountability, and the time and structure necessary to make rebuilding my academic standing my primary focus.
A. COURSE OF STUDY
Preferred Academic Pathway
- My preferred goal is to continue pursuing Economics.
- Before registering, I will meet with an Arts and Science academic advisor and review my Academic Advisement Report in SOLUS to confirm my remaining degree requirements, prerequisites, and any courses that should be repeated.
- I will follow the course sequence and degree pathway recommended by the advisor rather than selecting courses without confirming that they support realistic progress toward my degree.
- If I am not immediately eligible to continue in Economics, I am prepared to pursue General Arts and Science or another viable pathway recommended by an academic advisor.
Course Selection
- I will prioritize in-person courses because I am more engaged, organized, and accountable in a structured classroom environment.
- I will keep online courses to a minimum where possible and will not build a schedule that depends heavily on self-paced coursework.
- I am prepared to repeat foundational or prerequisite courses when advised rather than moving forward without the knowledge needed for upper-year work.
- I will choose a balanced schedule and avoid combining several courses with unusually heavy reading, writing, or examination demands in the same term.
B. WORKLOAD: FULL-TIME VS. PART-TIME
With intensive tutoring, continued therapy, and a structured system of academic support and accountability, I believe I can successfully manage a full course load. Before registering, I will meet with an Arts and Science academic advisor to review my academic record, degree requirements, and readiness to return. I will follow the workload recommended or required by the Faculty, including a reduced course load if advised.
- Before registration, I will confirm whether any incomplete, repeated, or prerequisite requirements must be incorporated into the academic plan approved by my advisor.
- I will not take a course overload, and I will consult an academic advisor before making any significant change to my approved workload.
- I will not be employed during the academic term. My primary focus will be rebuilding my academic standing and maintaining the routines and supports required for a successful return, including attending classes, completing coursework, studying independently, attending tutoring sessions, continuing therapy, and maintaining adequate sleep.
- If my attendance, assignment completion, grades, or mental health indicate that my workload is becoming unmanageable, I will promptly meet with an academic advisor and adjust my workload if recommended. I will not avoid the issue or wait until deadlines have passed.
C. STRATEGIES FOR SUCCESS
1. Academic Support and Course Engagement
- Beginning in the first week of classes, I will meet with a tutor or academic coach three times per week. These meetings will provide accountability, concept review, assignment planning, deadline monitoring, and support in developing stronger study habits. I will remain fully responsible for completing my own academic work.
- I will attend all scheduled classes unless illness or an approved circumstance prevents attendance.
- When I do not understand course material, I will attend professor or teaching-assistant office hours rather than allowing confusion to accumulate.
- Where appropriate, I will use ASUS Peer Tutoring, study groups, and other course-specific supports.
2. Organization and Academic Work Habits
- At the beginning of each term, I will enter every class, assignment, test, examination, tutoring session, and appointment into one calendar.
- Each Sunday, I will prepare a written plan for the upcoming week that includes specific reading, assignment, study, and review tasks for each course.
- I will check my Queen’s email, SOLUS, and each course learning platform every day.
- I will begin assignments in stages well before their deadlines, begin examination preparation at least two weeks in advance whenever possible, and use scheduled daytime study periods rather than relying on unstructured late-night work.
3. Mental-Health Management and Communication
- I will continue therapy and work directly on anxiety, grief, avoidance, and my tendency to suppress difficult emotions.
- I will continue communicating openly with my parents and will tell them when I am falling behind or experiencing a significant decline in my ability to function.
- I will use Student Wellness Services when appropriate and explore Queen’s Student Accessibility Services if a healthcare professional or academic advisor believes accommodations may be beneficial.
- I will maintain a routine that supports regular sleep, meals, physical activity, and appropriate time away from academic work.
4. Early Intervention and Accountability
- My warning signs include missing classes, avoiding my Queen’s email or SOLUS, experiencing disrupted sleep, isolating myself, repeatedly postponing work, and feeling unable to begin assignments.
- If these warning signs appear, I will promptly contact the mental-health professional providing my care and my academic coach, inform my parents, and arrange an appointment with an academic advisor or Student Academic Success Services.
- I will not withdraw from communication or wait for the situation to resolve on its own. I will ask for help while academic options and supports are still available.
- I will review this plan regularly with an academic advisor, counsellor, or academic coach and adjust it when necessary.
MONITORING MY PROGRESS
Each week, I will review the following indicators:
- My class attendance and participation.
- Whether my readings and assignments are being completed by their deadlines.
- My attendance at tutoring sessions, office hours, and support appointments.
- My current grades and any feedback provided by my instructors.
- Whether I am communicating and seeking assistance early when difficulties arise.
I understand that returning successfully will require sustained action rather than intention alone. I am prepared to follow this plan, accept guidance from the Faculty, and adjust my academic pathway or workload when advised.
Julien Morel
Student Number: 20475151
Faculty of Arts and Science
PURPOSE AND COMMITMENT
This plan outlines the academic pathway, workload, and support structure I will follow if permitted to return to Queen’s. It addresses the anxiety, grief, avoidance, inconsistent routines, and academic work habits that affected my previous performance. My goal is to return with a realistic workload, consistent accountability, and the time and structure necessary to make rebuilding my academic standing my primary focus.
A. COURSE OF STUDY
Preferred Academic Pathway
- My preferred goal is to continue pursuing Economics.
- Before registering, I will meet with an Arts and Science academic advisor and review my Academic Advisement Report in SOLUS to confirm my remaining degree requirements, prerequisites, and any courses that should be repeated.
- I will follow the course sequence and degree pathway recommended by the advisor rather than selecting courses without confirming that they support realistic progress toward my degree.
- If I am not immediately eligible to continue in Economics, I am prepared to pursue General Arts and Science or another viable pathway recommended by an academic advisor.
Course Selection
- I will prioritize in-person courses because I am more engaged, organized, and accountable in a structured classroom environment.
- I will keep online courses to a minimum where possible and will not build a schedule that depends heavily on self-paced coursework.
- I am prepared to repeat foundational or prerequisite courses when advised rather than moving forward without the knowledge needed for upper-year work.
- I will choose a balanced schedule and avoid combining several courses with unusually heavy reading, writing, or examination demands in the same term.
B. WORKLOAD: FULL-TIME VS. PART-TIME
With intensive tutoring, continued therapy, and a structured system of academic support and accountability, I believe I can successfully manage a full course load. Before registering, I will meet with an Arts and Science academic advisor to review my academic record, degree requirements, and readiness to return. I will follow the workload recommended or required by the Faculty, including a reduced course load if advised.
- Before registration, I will confirm whether any incomplete, repeated, or prerequisite requirements must be incorporated into the academic plan approved by my advisor.
- I will not take a course overload, and I will consult an academic advisor before making any significant change to my approved workload.
- I will not be employed during the academic term. My primary focus will be rebuilding my academic standing and maintaining the routines and supports required for a successful return, including attending classes, completing coursework, studying independently, attending tutoring sessions, continuing therapy, and maintaining adequate sleep.
- If my attendance, assignment completion, grades, or mental health indicate that my workload is becoming unmanageable, I will promptly meet with an academic advisor and adjust my workload if recommended. I will not avoid the issue or wait until deadlines have passed.
C. STRATEGIES FOR SUCCESS
1. Academic Support and Course Engagement
- Beginning in the first week of classes, I will meet with a tutor or academic coach three times per week. These meetings will provide accountability, concept review, assignment planning, deadline monitoring, and support in developing stronger study habits. I will remain fully responsible for completing my own academic work.
- I will attend all scheduled classes unless illness or an approved circumstance prevents attendance.
- When I do not understand course material, I will attend professor or teaching-assistant office hours rather than allowing confusion to accumulate.
- Where appropriate, I will use ASUS Peer Tutoring, study groups, and other course-specific supports.
2. Organization and Academic Work Habits
- At the beginning of each term, I will enter every class, assignment, test, examination, tutoring session, and appointment into one calendar.
- Each Sunday, I will prepare a written plan for the upcoming week that includes specific reading, assignment, study, and review tasks for each course.
- I will check my Queen’s email, SOLUS, and each course learning platform every day.
- I will begin assignments in stages well before their deadlines, begin examination preparation at least two weeks in advance whenever possible, and use scheduled daytime study periods rather than relying on unstructured late-night work.
3. Mental-Health Management and Communication
- I will continue therapy and work directly on anxiety, grief, avoidance, and my tendency to suppress difficult emotions.
- I will continue communicating openly with my parents and will tell them when I am falling behind or experiencing a significant decline in my ability to function.
- I will use Student Wellness Services when appropriate and explore Queen’s Student Accessibility Services if a healthcare professional or academic advisor believes accommodations may be beneficial.
- I will maintain a routine that supports regular sleep, meals, physical activity, and appropriate time away from academic work.
4. Early Intervention and Accountability
- My warning signs include missing classes, avoiding my Queen’s email or SOLUS, experiencing disrupted sleep, isolating myself, repeatedly postponing work, and feeling unable to begin assignments.
- If these warning signs appear, I will promptly contact the mental-health professional providing my care and my academic coach, inform my parents, and arrange an appointment with an academic advisor or Student Academic Success Services.
- I will not withdraw from communication or wait for the situation to resolve on its own. I will ask for help while academic options and supports are still available.
- I will review this plan regularly with an academic advisor, counsellor, or academic coach and adjust it when necessary.
MONITORING MY PROGRESS
Each week, I will review the following indicators:
- My class attendance and participation.
- Whether my readings and assignments are being completed by their deadlines.
- My attendance at tutoring sessions, office hours, and support appointments.
- My current grades and any feedback provided by my instructors.
- Whether I am communicating and seeking assistance early when difficulties arise.
I understand that returning successfully will require sustained action rather than intention alone. I am prepared to follow this plan, accept guidance from the Faculty, and adjust my academic pathway or workload when advised.
Documentation
Professional Letter Detail: NO DOC
History
Originally submitted July 16, 2026 at 2:56:17 PM.
| Field | Reference | Old Value | New Value | Note | User | Date/Time |
|---|---|---|---|---|---|---|
| status | N/A | Received | Incomplete | Kerri Andrews | 2026-07-20 4:43:56 PM |