I attended Saint Mary’s University, where I pursued a major in Social Justice and Psychology for three and a half years. During this time, I was living with severe and complex mental health conditions, including schizoaffective disorder, bipolar disorder type I, and paranoid schizophrenia. Despite these challenges, I remained committed to my education, even while experiencing periods of acute psychosis.
In my third year, I began to experience severe paranoid delusions, including beliefs that faculty members were stigmatizing and mistreating me. Rather than recognizing these symptoms as indicators of a serious mental health crisis, university professionals appeared to lack the training necessary to properly identify and respond to psychosis. Instead of facilitating access to appropriate medical care or support services, the situation was handled through a disciplinary lens. I was subjected to severe punitive measures, including suspension and eventual expulsion, despite not having violated any academic policies or laws. At the time, I was in a highly vulnerable state and required urgent medical intervention, yet I did not receive the care or support that was needed. This lack of response contributed to a prolonged and severe suicidal crisis.
Academically, I maintained excellent performance throughout my studies, achieving high grades and consistent attendance. I was deeply engaged in my program and had positive relationships within the academic environment. However, I increasingly felt marginalized within the Social Justice department due to comments and attitudes expressed by some faculty members regarding individuals with severe mental health conditions. These experiences contributed to a sense of exclusion and distress.
In an effort to address these concerns, I reported the situation to the university’s human rights office. Unfortunately, I did not feel that my complaint was taken seriously, nor was meaningful action taken to investigate or resolve the issue. Following my report, I experienced what I perceived as ongoing harassment and retaliation. During this period, I was still experiencing acute psychosis, which further intensified my distress and impaired my ability to effectively advocate for myself.
Subsequently, two professors brought forward allegations through the student conduct process, asserting that I had made false accusations against them. This resulted in multiple formal hearings, which I was required to attend while in an active state of psychosis. Participating in these proceedings was extremely challenging, as I was experiencing significant paranoia and a diminished sense of reality. Despite my condition, I was held to the same standards of participation and comprehension as a student who was not in crisis.
As a result of these proceedings, I was restricted from my own department and instructed to have no contact with the professors involved. This outcome was deeply distressing, particularly given my academic success and commitment to my field of study. Over time, the disciplinary measures escalated to a 12-month suspension and a campus ban. Ultimately, I was expelled from the university and permanently banned from the property. Throughout this process, my mental health condition remained unaddressed, and I was not connected with appropriate medical or crisis support services.
The consequences of this expulsion were severe and far-reaching. The loss of my student status impacted my eligibility for financial support, leaving me without sufficient resources for housing or basic necessities. During this time, I remained in a state of untreated psychosis and was also coping with the trauma of my experiences within the institution.
Based on my experience, it is evident that there is a critical need for improved training and awareness among university staff regarding the identification and management of severe mental health conditions, particularly psychosis. Institutions of higher education have a responsibility to respond to students in crisis with appropriate care, compassion, and access to medical support. A disciplinary approach, in the absence of clinical understanding, can lead to significant harm.
As a student living with serious mental illness, I believe strongly in the importance of inclusion, accessibility, and equitable treatment within academic environments. The situation I experienced was, in my view, preventable. With appropriate intervention and medical care, the outcome could have been significantly different. Students experiencing psychosis require support, not punishment, and systems should be in place to ensure their safety and well-being.
I also believe that students in similar circumstances deserve fair processes, including the right to a supportive and informed hearing, access to appeals, and the opportunity to continue their education wherever possible. In today’s context, it is increasingly recognized that individuals with complex mental health conditions can succeed academically with the right supports in place. It is essential that institutions evolve to reflect this understanding.
In conclusion, my experience highlights the urgent need for systemic change in how post-secondary institutions respond to severe mental health crises. Greater emphasis must be placed on education, early intervention, and compassionate care to ensure that vulnerable students are supported rather than penalized. No student should be left without access to medical care, resources, or due process during a time of acute mental health crisis.
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