Entranced by the intersections of molecules dancing in test tubes and young children eagerly soak up knowledge like sponges, my dual degree program in elementary education and honours chemistry has not been without challenges. While facing an invisible illness since the middle of my first year at university, I employed several strategies to boost my GPA while navigating the complexities of academia with an invisible burden.

The first hurdle I encountered was time management. Balancing lectures, assignments, and laboratory sessions while managing the demands of my illness seemed like an insurmountable task. Yet, with the support of my professors and academic resources, I learned to craft a schedule that accommodated both my academic responsibilities and my health needs.

Active engagement in classes became my guiding principle as I sought to overcome the barriers posed by my illness. Rather than allowing it to dictate my academic journey, I chose to actively participate in lectures and discussions, leveraging the accommodations provided to ensure that I could fully engage with the material. By asking questions, seeking clarification, and contributing to class discussions, I not only deepened my understanding of the subject matter but also forged meaningful connections with my professors and peers.

Forming study groups emerged as a vital strategy in my academic arsenal. Recognizing the benefits of collaborative learning, I sought out like-minded peers who were understanding of my situation and willing to accommodate my needs. Together, we navigated the complexities of coursework, pooling our knowledge and supporting each other through the challenges we faced. In this environment of mutual support and understanding, I found not only academic success but also a sense of belonging.

Effective utilization of resources became essential in overcoming the obstacles posed by my illness. Leveraging academic accommodations such as extended time for exams and access to lecture recordings allowed me to engage with course material at my own pace, mitigating the impact of my illness on my academic performance. Additionally, I made use of support services offered by the university, such as academic advising and the Peer Writing Center, to address any challenges that arose.

Mindful self-care helped me learn to prioritize my well-being amidst the demands of university life. Regular exercise and mindfulness practices became non-negotiable components of my routine, helping me to manage the physical and emotional toll of living with an invisible illness. By nurturing my own well-being, I found myself better equipped to tackle the challenges of academia with resilience and determination.

As I reflect on my academic journey thus far, I am reminded of the resilience and determination that have carried me through the challenges I have faced. Through strategic planning, active engagement, and a commitment to self-care, I have been able to boost my GPA and thrive academically despite the obstacles posed by my invisible illness. As I continue on this journey, I carry with me the knowledge that with perseverance and support, anything is possible.