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Sick, Stressed, Overwhelmed: Your Options for Academic Consideration

  • BeWellAdmin
  • Nov 20
  • 8 min read
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Your Guide to Understanding Academic Accommodations and Considerations at Queen’s University


Every student arrives at Queen’s knowing that university life will be demanding, but few expect how quickly health issues, personal responsibilities, family emergencies, disability related barriers, or religious obligations can impact the term. These circumstances can occur during the most inconvenient periods, such as midterm weeks, the busiest part of the semester, or right before final exams. Many students describe those moments as confusing because they suddenly need support but do not know where to begin or whether their situation even “qualifies.” Others fear asking for help because they are unsure how the process works or worry that it might somehow affect their academic record. 

This guide exists for that exact reason. It explains in plain language, the academic supports offered at Queen’s and the situations in which each applies. The aim is to help students make informed, confident decisions during stressful moments, rather than scrambling for answers when they are already overwhelmed. 

 

Understanding Academic Consideration and Academic Accommodation 


Queen’s uses two main systems to help students who find themselves unable to meet academic expectations due to circumstances beyond their control. 

Academic consideration is designed for unexpected circumstances that disrupt a student’s ability to complete work for a short or medium period. These disruptions can last anywhere from a single day to a maximum of three months. Academic accommodations, on the other hand, are provided to students when functional impacts arise from a disability and create a barrier in the academic environment. To be given academic accommodations, students must register with Queen’s Student Accessibility Services (QSAS).

Both systems aim for fairness, compassion, and academic integrity. The key difference is whether the issue is temporary or ongoing. 

 

What Short-Term Academic Consideration Looks Like 


Short-term academic consideration typically covers one to three days. This is designed for brief interruptions, including instances like a sudden illness, migraine, moment of intense anxiety, or a short but pressing family matter. 

Imagine a student named Maya who wakes up with a fever and can barely sit up in bed. She has a quiz later that day and a tutorial tomorrow. Instead of panicking or emailing every instructor, she submits a short-term academic consideration request through her faculty. Because Queen’s allows one self-declared request per term without documentation, Maya receives a brief reprieve from course work. Her instructors are notified, and she reaches out to confirm new expectations. The system gives her a couple of days to rest without falling behind or compromising her health. 

Short-term consideration exists for exactly these scenarios: brief moments where a student simply needs breathing room. 

 

Long-Term Academic Consideration and What It Means 


Some circumstances are not resolved in a few days. A student recovering from a concussion might need several weeks before they can look at a screen for more than a few minutes. Someone managing a depressive episode or panic disorder may find that their symptoms fluctuate for many weeks. Another student might be dealing with a family crisis that requires ongoing involvement. 

These situations fall under long-term academic consideration, which applies when the disruption lasts more than three days but less than three months. Documentation is required, as providing extended support often necessitates major modifications, such as implementing extensions across various courses, postponing exams, or creating organized plans to assist struggling students in catching up while maintaining academic integrity. 

Long-term consideration make it more realistic for students to meet academic requirements under difficult circumstances. 

 

The Three-Day Extenuating Circumstances Form: A Simple System for Sudden Disruptions 


The easiest tool available to students is the three-day academic consideration form. This form enables students to ask for immediate reprieve from course work, for a maximum of three days, in case of unexpected events such as sickness, emotional distress, or a brief family crisis. 

Queen’s policy allows each student one undocumented three-day request per term. This policy exists partly because Queen’s Student Wellness Services does not provide “sick notes” for short illnesses. If a student has mild respiratory symptoms, fever, fatigue, or gastrointestinal illness, they are expected to rest at home rather than seek medical documentation. 

Once the form is submitted, the faculty office notifies the student’s instructors. It then becomes the student’s responsibility to reach out and coordinate new due dates or makeup activities. This process is quick, supportive, and respectful of student privacy. However, it cannot be used during the final exam period, when additional verification is required.  

 

Why Some Requests Need Proof 


Documentation becomes necessary when a student’s situation lasts longer than three days, when they have already used their one self-declaration for the term, or when the request involves final exams. Documentation is also required if a student submits more than one request in the same term. 

 "A student named Alex offers a helpful example. Midway through the semester, he uses his self-declared consideration for a two-day stomach illness. A month later, he experiences a flare-up of a chronic condition that keeps him from concentrating. Because he has already used his one self-declaration, his second request requires evidence. He can submit an attestation —a written explanation—while waiting to see a healthcare professional, but only once. When symptoms continue, he provides documentation from a licensed professional. " 

Documentation may take the form of a signed note, a completed Verification of Extenuating Circumstances form, legal papers, accident reports, or other formal evidence. Faculty offices can advise students on what documentation is appropriate. 

All documents must be uploaded through the secure academic consideration portal to protect privacy. Learn more about documentations and proof here.

 

Understanding QSAS and Academic Accommodation 


Some students do not experience isolated interruptions but instead live with ongoing disabilities. For these students, registering with QSAS is essential. The office supports students with chronic illnesses, mental health conditions, learning disabilities, ADHD, sensory disabilities, mobility or physical impairments, or even temporary injuries such as a concussion or broken arm. 

The process begins when students completean intake form and upload documentation that meets QSAS criteria into the Ventus Student Portal. QSAS reviews the information and develops a personalized accommodation plan. This plan may include academic accommodations such as extra time on exams, flexibility with deadlines, access to assistive technology, or alternative testing arrangements. Once accommodations are approved, instructors and students can view the details of the acommodation in ventus. 

A student named Priya found this process lifechanging. After years of struggling in silence with ADHD, she finally sought help. Her QSAS accommodations allowed her to write exams in a quiet space with extended time. This did not make her courses easier; it simply allowed her to demonstrate her knowledge without the disability-related barriers that previously held her back. 

Accommodations are a right, protected by human rights legislation, and never appear on transcripts. They exist to create fairness, not advantage. Learn more about QSAS here.

 

Religious Observance and Academic Responsibilities 


Queen’s recognizes that students may need adjustments to honour their religious practices. If a student observes holidays, festivals, or weekly rituals that conflict with coursework, they are encouraged to notify instructors early in the term. Most accommodations for term work are arranged informally between the student and instructor. 

Final exams follow a formal process. Students must submit a request to the Exams Office by the published deadline. The new exam date is assigned by the university and typically occurs shortly after the exam period. 

Students can also seek support from the Faith and Spiritual Life Office, which provides guidance and advocacy during these requests. 

 

When Students Need More Than Extensions 


Sometimes a few days off is not enough. A student navigating grief, burnout, or major upheaval may need a more substantial pause. Long-term academic consideration can support several weeks away from course responsibilities when students provide appropriate documentation. 

When a student is unable to complete a course despite extensions, academic advisors can help explore a late drop or a course withdrawal without penalty. In more serious cases, students may take a personal leave of absence for a term, allowing time to recover physically or emotionally before returning. 

Many students also underestimate the value of learning support. Student Academic Success Services (SASS) can help students rebuild routines, improve time management, and regain confidence. Mental health therapist-led groups, booked appointments, same-day mental health clinics, , and crisis services are also available through Student Wellness Services. 

 

What Students Often Get Wrong (And Why It Matters) 


Students sometimes make avoidable mistakes because they are unfamiliar with the system. Some email instructors asking for extensions instead of submitting a formal request. Others wait until the situation has spiralled before seeking help.  

Some assume that academic consideration appears on transcripts, or that accommodations disclose private health information to instructors, or that instructors decide whether to grant extensions without faculty approval. These misunderstandings can create stress and slow down the support process. Learning the system early can prevent unnecessary hardship later in the term. 

 

What Happens After Submitting a Request 


Once a student submits an academic consideration request, the faculty office reviews it. Instructors are then notified of the approval. Students must follow up to confirm what adjustments are needed. Most requests are processed within two to three business days, although busy academic periods may require slightly longer. This predictable process helps ensure fairness and prevents miscommunication. 

 

How Consideration Works in Group Projects and Labs 


Students often worry about how their illness or absence will affect group members. Instructors typically work with groups to adjust deadlines or reassign tasks so that no one is penalized for something beyond their control. Laboratory courses may offer makeup sessions, alternative assignments, or adjusted grading structures. Participation grades can also be modified when absences are excused. The objective is fairness: ensuring both the student facing the disruption and the other students are treated justly. 

 

Final Exam Deferrals: What It Means to Write Later 


If a student becomes ill during finals, they may request a deferred exam. This requires documentation or, in some faculties, a one-time attestation. The new exam date is assigned by the Exams Office, not chosen by the student. A deferred exam is equivalent in weight and difficulty to the original and does not affect Grade Point Average (GPA) or academic standing. 

This ensures that students can complete their courses without writing exams in unsafe or unreasonable conditions. 

 

Real Students, Real Situations 


  • Maria caught the flu during midterms. She could not sit through a tutorial or quiz without feeling faint. She submitted the three-day form and felt relieved when she received automatic approval. Her instructors were understanding, and she completed her work once she recovered. 

  • David struggled for years with undiagnosed anxiety, often missing tests because he could not enter the exam hall. Once he registered with QSAS, he began writing exams in a quieter space with extended time. His grades reflected his ability rather than the barriers created by his disability. 

  • Aisha follows a major religious tradition that sometimes overlaps with exam days. She wrote to her instructor early in the term to explain the conflict. The instructor appreciated the advance notice, and the Exams Office later scheduled her final exam for an alternate day. 

  • Sophie’s grandmother became seriously ill, and she needed to spend several weeks helping her family. She submitted documentation and received long-term consideration. Her instructors provided a coordinated plan that allowed her to complete the term without rushing or compromising her well-being. 

These stories reflect what many students experience: real lives unfolding alongside academic commitments. 

 

Conclusion 

Academic accommodations and considerations exist because life does not pause for school. Queen’s recognizes that students encounter illness, disability, crises, grief, and responsibilities outside the classroom. These supports ensure that students are treated fairly and can continue their education even during difficult moments. 

Understanding the difference between short-term academic consideration and long-term academic accommodation can help students make decisions more easily when challenges arise. Students should feel encouraged to seek help early, communicate openly, and use the supports designed to ensure both compassion and academic integrity. 

 

 

 

 

Resources and Contacts 

For quick reference, these are the main places to go when you need help: 

  • Academic Consideration portals (by Faculty) - Use your Faculty’s academic consideration portal to submit requests related to extenuating circumstances.  

A general overview and links are available on the university-wide Academic Consideration page: https://www.queensu.ca/studentaffairs/supports-resources/academic-consideration-extenuating-circumstances   

 

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