Petition Letter
Petition Letter (request for CR & Late DR )
Petition
Courses: PHAR 100 (CR) and BIOL 102 (DR) Term: Fall 2025
Further to multiple discussions with academic counselling advisors regarding my situation, I am writing to respectfully request Credit Standing (CR) for PHAR 100 and a late drop (DR)
for BIOL 102, both taken during the Fall 2025 term of my first year at Queen’s University.
During this semester, I experienced a significant and unexpected mental health event
during the first few months of university that substantially impaired my ability to attend,
participate fully and deliver to the best of my ability in my courses. These challenges also
hindered my ability to demonstrate my academic knowledge under standard assessment
conditions.
I have suffered from a debilitating mental health disorder during my grade 10 and grade 11
years that was diagonosed as anorexia coupled with OCD and generalized anxiety disorder.
I was hospitalized for a period of time, part of the North York General Hospital program
designed to treat patients with this condition and had worked through years of psycho
therapy to get my condition under control. In my final years of high school, while I found
the course work challenging, I was able to leverage a combination of medication and
coping techniques to focus on my studies and achieved an A average in my graduating year.
The circumstances described below, however, developed early in the first semester of my
first year at Queens and intensified throughout the term, ultimately affecting my academic
functioning during key learning and evaluation periods. These challenges arose during my
transition into university and was a challenging relapse of a condition that had been under
control for some time. This petition seeks to provide context for my academic outcomes in
these courses and to explain how these circumstances directly interfered with my ability to
perform at my usual academic standard during my first semester.
The Fall 2025 term marked my transition into my first semester of university. During the
early weeks of the term, I began experiencing the onset of anxiety symptoms that were
similar to my symptoms from years prior. This included a feeling of anxiety related to food
consumption and led to restrictive eating and the associated physical and emotional
impacts. These included feelings of hopelessness and social anxiety that led to challenges
in being around others in larger settings (e.g., classes and student gatherings). These
feelings started in a way that I was unable to recognize the influence it was having however,
gradually intensified over the course of the semester. Initially, these symptoms appeared
manageable, and I attempted to continue participating in my courses without seeking
formal academic support. As the semester progressed, the severity and frequency of these symptoms increased significantly. Over a relatively short period of time, I began experiencing persistent anxiety related to attending lectures and participating in academic activities. What initially felt like occasional nervousness developed into recurring episodes of panic attacks before my scheduled attending lectures and labs. These symptoms made it increasingly difficult for me to consistently attend lectures, tutorials, and labs, and as a result, I began missing classes. This created a spiral of absence and avoidance of aspects of my course work that would compound my anxiety. Between September and December, my symptoms escalated significantly, particularly
during periods of heightened academic pressure such as midterm examinations and final
assessments. For example, while preparing for my PHAR 100 midterm examination, I
experienced intense anxiety and panic prior to the exam and was unable to attend. As a result, the weight of the midterm was transferred to the final examination. In addition to attendance difficulties, I experienced significant challenges with concentration and sustained focus while studying. Tasks that previously required moderate effort became substantially more difficult to complete, and I often struggled to maintain focus for extended periods of time. During this period, I also experienced ongoing sleep disruption, which significantly affected my ability to retain information and engage effectively with academic work. Together, these symptoms significantly impaired my academic functioning during the semester.
The challenges described above had a direct impact on my performance in both PHAR 100
and BIOL 102. Anxiety and panic attacks made it difficult for me to attend lectures
consistently, I missed important instructional content and struggled to maintain continuity
with course material. In BIOL 102, the structure of the course required consistent
participation across multiple graded components. The course included lecture quizzes
(25%), lab quizzes (12%), laboratory assignments (approximately 12%), Dynamic Study
Modules (8%), and a final examination worth 35% of the final grade. During periods when
my anxiety and sleep disruption were most severe, I struggled to attend labs regularly,
complete preparatory quizzes, and keep up with weekly coursework. Consequently, I was
unable to complete several lab assignments and quizzes that collectively represented a
significant portion of the course grade. These missed assessments substantially affected
my overall standing in the course and ultimately prevented me from successfully
completing BIOL 102 during the Fall 2025 term.
Episodes of panic and heightened anxiety prior to examinations also interfered with my
ability to demonstrate my knowledge effectively during timed assessments. Even when I
had studied the material, the intensity of these symptoms impaired my concentration,
recall, and ability to perform under exam conditions. Isolation also contributed to the
escalation of these difficulties. When I felt social or emotional isolation, it made it more
difficult to recognize early warning signs my mental health struggles and appreciate the
impact on my academics. Without early intervention, my health issues only escalated to
the point where I felt hopeless and unable to recover from the downward spiral my
condition had taken me on. Being away from home and the support systems I was used to
left me vulnerable to the effects of my new environment and unable to easily access the
resources I desperately needed to both catch the decline in my health early and also
secure the appropriate treatment. My family, while always inquiring about my health wasn’t
able to see me day to day and as a result was unable to intervene in a timely manner to
support me through this debilitating relapse of my condition. I take full responsibility for my academic record during the Fall 2025 term and recognize that I should have sought support earlier when my symptoms first began to affect my academic functioning. This experience has reinforced the importance of addressing challenges proactively and utilizing available supports when difficulties arise.
Despite these challenges, I chose to remain enrolled in my courses past the drop deadline
because I believed I would be able to recover academically and successfully complete the
semester. As a first-year student navigating my first term at university, I underestimated the
severity of the anxiety symptoms I was experiencing and their potential impact on my
academic functioning. At the time, I was also unfamiliar with the academic petition
options and institutional processes available to students experiencing extenuating
circumstances. In addition, I did not fully understand the grading structure and appreciate
how significantly missed assessments would affect my final grade. Simply put, I did not
have the mental capacity to rationally think through practical steps to preserve my
academic standing and instead was beholden to the effects of my condition without the
appropriate medical and therapeutic support.
Since the Fall 2025 term, I have taken proactive and meaningful steps to address the
challenges that affected my academic functioning during that semester. I am currently
connected with (a) Student Wellness Services to ensure I gain access to the support
mechanisms available within Queens for students experiencing similar medical challenges
(b) I am working with a physician (psychiatrist) outside of Queen’s University to ensure that
I am monitored and have the appropriate pharmacological support to manage my
condition (c) I have a psychotherapist who I work with weekly to address anxiety symptoms
and develop strategies to manage them effectively. I have also engaged with a mentor
who is assisting me with organizational skills and study routines as a means to have strong
daily and weekly routines and systems to upset any anxiety that may emerge and the
compounding effect this may have. Through this support, I have been actively engaged in
developing healthier coping mechanisms, improving emotional regulation, and learning
strategies to manage academic stress in a more sustainable way.
In addition to seeking professional support, I have made significant adjustments to my
daily routine in order to create a more stable and structured environment that supports
both my academic and personal well-being. Through weekly meetings with my
mentor/coach, I have developed consistent sleep and study routines, implemented
structured time-management strategies in my coursework, and begun regularly engaging
with academic support resources offered by the university. I have also incorporated regular
physical activity, including squash, as part of my weekly routine. Engaging in consistent
physical activity has had a positive impact on both my physical and mental health and has
helped me manage stress more effectively.
These steps have helped me develop a much stronger understanding of my mental health
and the importance of maintaining balance while managing academic responsibilities. As
a result, I have been able to implement practical strategies that support an increase in
concentration, organization, and emotional stability. The changes I have made have
already had a positive impact on my academic engagement, and I am seeing clear
improvements in my performance and ability to keep up with coursework during the
current semester.
Reflecting on my first semester has also reinforced the importance of seeking support
early and utilizing the resources available within the university community. I now recognize
the importance of addressing challenges proactively and strategically through the right
support network, rather than attempting to manage them independently. The supports and
strategies that I have implemented have significantly improved my ability to manage
academic demands, and I am confident that the circumstances that affected my Fall 2025
performance are now being actively managed and will not continue to affect my studies in
the same way moving forward.
These steps have resulted in a marked improvement in my academic standing, where I am
currently achieving a 3.5 average in my second term, which is more aligned with my
abilities and reflective of my academic potential.
In light of the circumstances described above, I respectfully request that the committee
consider the impact of the relapse in my medical condition and the challenges it had on my
academic performance during the Fall 2025 term. Specifically, I am requesting Credit
Standing (CR) for PHAR 100, as I completed all course requirements and achieved a
passing grade but performed substantially below my usual academic standard due to the
circumstances described. I am also respectfully requesting a late drop (DR) for BIOL 102,
as the same extenuating circumstances significantly impaired my ability to participate
consistently in the course and ultimately prevented me from successfully completing it
during the Fall 2025 term. Granting these requests would allow me to recover from a very
challenging first semester that was adversely impacted by my medical relapse and resulted
in an unforgiving anchor on my academic record. Allowing me to have a chance to recover
from this and pursue my educational goals is something I am appealing to the committee
to consider with both compassion and understanding of my unique circumstances.
Thank you very much for your time and consideration.
Clara Isabel Vivekanandan (20524509)
*Supporting documentation;
a) Letter from medical doctor, Dr. Lara Propst - North York General Hospital (416 756 6000, lara.propst@nygh.on.ca)
b) Letter from psychologist, Dr. Monika Janus & Dr. Sheri Turrell - (647 880 3558, drturrell@lifeinbalancetherapy.ca)
Petition
Courses: PHAR 100 (CR) and BIOL 102 (DR) Term: Fall 2025
Further to multiple discussions with academic counselling advisors regarding my situation, I am writing to respectfully request Credit Standing (CR) for PHAR 100 and a late drop (DR)
for BIOL 102, both taken during the Fall 2025 term of my first year at Queen’s University.
During this semester, I experienced a significant and unexpected mental health event
during the first few months of university that substantially impaired my ability to attend,
participate fully and deliver to the best of my ability in my courses. These challenges also
hindered my ability to demonstrate my academic knowledge under standard assessment
conditions.
I have suffered from a debilitating mental health disorder during my grade 10 and grade 11
years that was diagonosed as anorexia coupled with OCD and generalized anxiety disorder.
I was hospitalized for a period of time, part of the North York General Hospital program
designed to treat patients with this condition and had worked through years of psycho
therapy to get my condition under control. In my final years of high school, while I found
the course work challenging, I was able to leverage a combination of medication and
coping techniques to focus on my studies and achieved an A average in my graduating year.
The circumstances described below, however, developed early in the first semester of my
first year at Queens and intensified throughout the term, ultimately affecting my academic
functioning during key learning and evaluation periods. These challenges arose during my
transition into university and was a challenging relapse of a condition that had been under
control for some time. This petition seeks to provide context for my academic outcomes in
these courses and to explain how these circumstances directly interfered with my ability to
perform at my usual academic standard during my first semester.
The Fall 2025 term marked my transition into my first semester of university. During the
early weeks of the term, I began experiencing the onset of anxiety symptoms that were
similar to my symptoms from years prior. This included a feeling of anxiety related to food
consumption and led to restrictive eating and the associated physical and emotional
impacts. These included feelings of hopelessness and social anxiety that led to challenges
in being around others in larger settings (e.g., classes and student gatherings). These
feelings started in a way that I was unable to recognize the influence it was having however,
gradually intensified over the course of the semester. Initially, these symptoms appeared
manageable, and I attempted to continue participating in my courses without seeking
formal academic support. As the semester progressed, the severity and frequency of these symptoms increased significantly. Over a relatively short period of time, I began experiencing persistent anxiety related to attending lectures and participating in academic activities. What initially felt like occasional nervousness developed into recurring episodes of panic attacks before my scheduled attending lectures and labs. These symptoms made it increasingly difficult for me to consistently attend lectures, tutorials, and labs, and as a result, I began missing classes. This created a spiral of absence and avoidance of aspects of my course work that would compound my anxiety. Between September and December, my symptoms escalated significantly, particularly
during periods of heightened academic pressure such as midterm examinations and final
assessments. For example, while preparing for my PHAR 100 midterm examination, I
experienced intense anxiety and panic prior to the exam and was unable to attend. As a result, the weight of the midterm was transferred to the final examination. In addition to attendance difficulties, I experienced significant challenges with concentration and sustained focus while studying. Tasks that previously required moderate effort became substantially more difficult to complete, and I often struggled to maintain focus for extended periods of time. During this period, I also experienced ongoing sleep disruption, which significantly affected my ability to retain information and engage effectively with academic work. Together, these symptoms significantly impaired my academic functioning during the semester.
The challenges described above had a direct impact on my performance in both PHAR 100
and BIOL 102. Anxiety and panic attacks made it difficult for me to attend lectures
consistently, I missed important instructional content and struggled to maintain continuity
with course material. In BIOL 102, the structure of the course required consistent
participation across multiple graded components. The course included lecture quizzes
(25%), lab quizzes (12%), laboratory assignments (approximately 12%), Dynamic Study
Modules (8%), and a final examination worth 35% of the final grade. During periods when
my anxiety and sleep disruption were most severe, I struggled to attend labs regularly,
complete preparatory quizzes, and keep up with weekly coursework. Consequently, I was
unable to complete several lab assignments and quizzes that collectively represented a
significant portion of the course grade. These missed assessments substantially affected
my overall standing in the course and ultimately prevented me from successfully
completing BIOL 102 during the Fall 2025 term.
Episodes of panic and heightened anxiety prior to examinations also interfered with my
ability to demonstrate my knowledge effectively during timed assessments. Even when I
had studied the material, the intensity of these symptoms impaired my concentration,
recall, and ability to perform under exam conditions. Isolation also contributed to the
escalation of these difficulties. When I felt social or emotional isolation, it made it more
difficult to recognize early warning signs my mental health struggles and appreciate the
impact on my academics. Without early intervention, my health issues only escalated to
the point where I felt hopeless and unable to recover from the downward spiral my
condition had taken me on. Being away from home and the support systems I was used to
left me vulnerable to the effects of my new environment and unable to easily access the
resources I desperately needed to both catch the decline in my health early and also
secure the appropriate treatment. My family, while always inquiring about my health wasn’t
able to see me day to day and as a result was unable to intervene in a timely manner to
support me through this debilitating relapse of my condition. I take full responsibility for my academic record during the Fall 2025 term and recognize that I should have sought support earlier when my symptoms first began to affect my academic functioning. This experience has reinforced the importance of addressing challenges proactively and utilizing available supports when difficulties arise.
Despite these challenges, I chose to remain enrolled in my courses past the drop deadline
because I believed I would be able to recover academically and successfully complete the
semester. As a first-year student navigating my first term at university, I underestimated the
severity of the anxiety symptoms I was experiencing and their potential impact on my
academic functioning. At the time, I was also unfamiliar with the academic petition
options and institutional processes available to students experiencing extenuating
circumstances. In addition, I did not fully understand the grading structure and appreciate
how significantly missed assessments would affect my final grade. Simply put, I did not
have the mental capacity to rationally think through practical steps to preserve my
academic standing and instead was beholden to the effects of my condition without the
appropriate medical and therapeutic support.
Since the Fall 2025 term, I have taken proactive and meaningful steps to address the
challenges that affected my academic functioning during that semester. I am currently
connected with (a) Student Wellness Services to ensure I gain access to the support
mechanisms available within Queens for students experiencing similar medical challenges
(b) I am working with a physician (psychiatrist) outside of Queen’s University to ensure that
I am monitored and have the appropriate pharmacological support to manage my
condition (c) I have a psychotherapist who I work with weekly to address anxiety symptoms
and develop strategies to manage them effectively. I have also engaged with a mentor
who is assisting me with organizational skills and study routines as a means to have strong
daily and weekly routines and systems to upset any anxiety that may emerge and the
compounding effect this may have. Through this support, I have been actively engaged in
developing healthier coping mechanisms, improving emotional regulation, and learning
strategies to manage academic stress in a more sustainable way.
In addition to seeking professional support, I have made significant adjustments to my
daily routine in order to create a more stable and structured environment that supports
both my academic and personal well-being. Through weekly meetings with my
mentor/coach, I have developed consistent sleep and study routines, implemented
structured time-management strategies in my coursework, and begun regularly engaging
with academic support resources offered by the university. I have also incorporated regular
physical activity, including squash, as part of my weekly routine. Engaging in consistent
physical activity has had a positive impact on both my physical and mental health and has
helped me manage stress more effectively.
These steps have helped me develop a much stronger understanding of my mental health
and the importance of maintaining balance while managing academic responsibilities. As
a result, I have been able to implement practical strategies that support an increase in
concentration, organization, and emotional stability. The changes I have made have
already had a positive impact on my academic engagement, and I am seeing clear
improvements in my performance and ability to keep up with coursework during the
current semester.
Reflecting on my first semester has also reinforced the importance of seeking support
early and utilizing the resources available within the university community. I now recognize
the importance of addressing challenges proactively and strategically through the right
support network, rather than attempting to manage them independently. The supports and
strategies that I have implemented have significantly improved my ability to manage
academic demands, and I am confident that the circumstances that affected my Fall 2025
performance are now being actively managed and will not continue to affect my studies in
the same way moving forward.
These steps have resulted in a marked improvement in my academic standing, where I am
currently achieving a 3.5 average in my second term, which is more aligned with my
abilities and reflective of my academic potential.
In light of the circumstances described above, I respectfully request that the committee
consider the impact of the relapse in my medical condition and the challenges it had on my
academic performance during the Fall 2025 term. Specifically, I am requesting Credit
Standing (CR) for PHAR 100, as I completed all course requirements and achieved a
passing grade but performed substantially below my usual academic standard due to the
circumstances described. I am also respectfully requesting a late drop (DR) for BIOL 102,
as the same extenuating circumstances significantly impaired my ability to participate
consistently in the course and ultimately prevented me from successfully completing it
during the Fall 2025 term. Granting these requests would allow me to recover from a very
challenging first semester that was adversely impacted by my medical relapse and resulted
in an unforgiving anchor on my academic record. Allowing me to have a chance to recover
from this and pursue my educational goals is something I am appealing to the committee
to consider with both compassion and understanding of my unique circumstances.
Thank you very much for your time and consideration.
Clara Isabel Vivekanandan (20524509)
*Supporting documentation;
a) Letter from medical doctor, Dr. Lara Propst - North York General Hospital (416 756 6000, lara.propst@nygh.on.ca)
b) Letter from psychologist, Dr. Monika Janus & Dr. Sheri Turrell - (647 880 3558, drturrell@lifeinbalancetherapy.ca)