Petition Letter
Dear Ms. Jenn Stephenson, Ph.D. Associate Dean (Studies),
I am writing to formally petition the Faculty’s decision that I must withdraw from Queen’s for a minimum of one year. Over the past academic year (fall 2023 to winter 2024), I faced significant challenges due to undiagnosed ADHD (Attention Deficit Hyperactivity Disorder), which severely impacted my academic performance and well-being.
Throughout my childhood and into adulthood, I exhibited symptoms of ADHD, such as difficulty focusing and being easily distracted. However, these symptoms went undiagnosed, partly because ADHD often presents differently in females. The severity of my condition peaked when I began my first year of university in the fall of 2023. Being away from home and my usual support structure exacerbated my symptoms. At home, my parents’ presence provided a framework that naturally encouraged me to complete my work. Without this, I struggled to establish the same level of discipline and routine.
During this period, I developed a detrimental hyper fixation on my health, which led to severe anxiety and frequent panic attacks during lectures. This fixation consumed my thoughts, making it impossible to focus on my studies. I often found myself trapped in an existential loop, fearing for my life, which prevented me from getting out of bed or leaving my room. Towards the end of the year, although I managed to write several of my final papers, my perfectionism prevented me from submitting them. Despite positive feedback from the Student Academic Success Services (SASS), I felt my work was inadequate.
Recognizing the unsustainable nature of my situation, I sought help from a residence therapist at Queen’s. The therapist provided accommodations and suggested I consult my family doctor about anxiety medication. Upon discussing my symptoms with my doctor, she recommended an ADHD assessment, which led to my diagnosis. This diagnosis has been transformative, helping me understand that I am not a failure, lazy, or dumb, but rather someone who has been struggling with an undiagnosed condition. I am currently working with my doctor to explore medication options for managing ADHD.
My psychologist has advised against taking a year off from school. He believes that to develop essential time-management and study skills, I need to be in an academic environment where these skills are continuously practiced. A year off would likely increase my anxiety about returning and would not promote the development of skills needed to succeed in academics.
In addition to medication, I am committed to implementing several strategies to ensure my success in the upcoming academic year:
Academic Advising: I will work closely with an academic advisor to improve my study and organizational skills, and to create structured schedules for completing assignments.
Regular Contact with instructors: I will maintain regular communication with my TAs and professors to ensure I am on track with my assignments and to seek guidance when needed.
Utilizing Support Services: I will actively use the resources available through SASS to develop better study techniques, prepare for exams, and improve my time-management skills.
Ongoing Medical Support: I will remain in regular contact with my family doctor to monitor and manage my ADHD symptoms effectively.
First-year university can be particularly challenging for students with undiagnosed ADHD due to the lack of structure compared to high school, however by addressing my ADHD symptoms and receiving appropriate medical support, I am confident in my ability to succeed academically and personally.
I respectfully request the Faculty to reconsider the decision to mandate my withdrawal. I believe that, with the right support and strategies in place, I can overcome these challenges and demonstrate my true potential as a student at Queen’s.
Thank you for your consideration.
Sincerely,
Mia Dewdney
I am writing to formally petition the Faculty’s decision that I must withdraw from Queen’s for a minimum of one year. Over the past academic year (fall 2023 to winter 2024), I faced significant challenges due to undiagnosed ADHD (Attention Deficit Hyperactivity Disorder), which severely impacted my academic performance and well-being.
Throughout my childhood and into adulthood, I exhibited symptoms of ADHD, such as difficulty focusing and being easily distracted. However, these symptoms went undiagnosed, partly because ADHD often presents differently in females. The severity of my condition peaked when I began my first year of university in the fall of 2023. Being away from home and my usual support structure exacerbated my symptoms. At home, my parents’ presence provided a framework that naturally encouraged me to complete my work. Without this, I struggled to establish the same level of discipline and routine.
During this period, I developed a detrimental hyper fixation on my health, which led to severe anxiety and frequent panic attacks during lectures. This fixation consumed my thoughts, making it impossible to focus on my studies. I often found myself trapped in an existential loop, fearing for my life, which prevented me from getting out of bed or leaving my room. Towards the end of the year, although I managed to write several of my final papers, my perfectionism prevented me from submitting them. Despite positive feedback from the Student Academic Success Services (SASS), I felt my work was inadequate.
Recognizing the unsustainable nature of my situation, I sought help from a residence therapist at Queen’s. The therapist provided accommodations and suggested I consult my family doctor about anxiety medication. Upon discussing my symptoms with my doctor, she recommended an ADHD assessment, which led to my diagnosis. This diagnosis has been transformative, helping me understand that I am not a failure, lazy, or dumb, but rather someone who has been struggling with an undiagnosed condition. I am currently working with my doctor to explore medication options for managing ADHD.
My psychologist has advised against taking a year off from school. He believes that to develop essential time-management and study skills, I need to be in an academic environment where these skills are continuously practiced. A year off would likely increase my anxiety about returning and would not promote the development of skills needed to succeed in academics.
In addition to medication, I am committed to implementing several strategies to ensure my success in the upcoming academic year:
Academic Advising: I will work closely with an academic advisor to improve my study and organizational skills, and to create structured schedules for completing assignments.
Regular Contact with instructors: I will maintain regular communication with my TAs and professors to ensure I am on track with my assignments and to seek guidance when needed.
Utilizing Support Services: I will actively use the resources available through SASS to develop better study techniques, prepare for exams, and improve my time-management skills.
Ongoing Medical Support: I will remain in regular contact with my family doctor to monitor and manage my ADHD symptoms effectively.
First-year university can be particularly challenging for students with undiagnosed ADHD due to the lack of structure compared to high school, however by addressing my ADHD symptoms and receiving appropriate medical support, I am confident in my ability to succeed academically and personally.
I respectfully request the Faculty to reconsider the decision to mandate my withdrawal. I believe that, with the right support and strategies in place, I can overcome these challenges and demonstrate my true potential as a student at Queen’s.
Thank you for your consideration.
Sincerely,
Mia Dewdney