The 2026 Federal Budget was the biggest tax shake-up Australia has seen in decades. Treasurer Jim Chalmers called it “the most important and ambitious Budget in decades” – and whether or not you agree, the changes it proposes are going to fuel debate motions for years. Add in the Coalition’s counter-proposal on bracket creep, and you’ve got four genuinely meaty topics that intersect with housing, fairness, economic policy and intergenerational equity.

This guide unpacks each one. Watch the videos for the quick version, then come back here for the deeper context, motion ideas, and angles you can take on both sides. If you’re new to policy debates, our Ultimate Guide to Debating breaks down how “That we should…” motions work, and our list of 100 high-quality debating topics gives you a wider catalogue to draw from.

If you want help turning this material into actual debating skill, our Term Programs and Holiday Workshops run motions like these every week.

A quick note: this is an educational resource for student debaters, not financial advice. The worked examples are designed to illustrate how each policy works, not to model anyone’s actual tax situation. If you’re affected by these changes in real life, talk to a qualified accountant or financial adviser.

A quick refresher on how budgets become political

Before we get into the four topics, two pieces of context worth knowing.

First, the federal budget is delivered each May. The government announces its spending and tax plans, and the opposition delivers a formal “budget reply” speech a couple of nights later. The reply is the opposition’s chance to lay out an alternative vision. That’s why three of our four videos cover government policies and the fourth covers the Coalition’s counter-proposal – all four came out of the same budget cycle.

Second, most tax debates come down to a few recurring tensions: fairness versus efficiency, short-term impact versus long-term consequences, and who actually benefits from a given rule. Keep those frames in mind as you read – you’ll see them surface again and again. If you want to get better at spotting these patterns in news as they happen, our blog on building general knowledge for debating has practical tips for staying across current affairs.

Topic 1: Negative Gearing

What it is

Negative gearing is when an investor borrows to buy an asset – usually a rental property – and the costs of owning it are higher than the income it earns. The investor can then deduct that loss from all their other income, including their salary, which reduces the tax they pay.

Worked example: you buy an investment property that earns $20,000 a year in rent. But mortgage interest, council rates and repairs come to $30,000 a year. You’re $10,000 down. Under the current rules, you subtract that $10,000 loss from your other income, so if you earn a $90,000 salary, you only pay tax on $80,000.

Of the roughly 2.2 million Australians who own a rental property, about 1.1 million negatively gear.

What’s changing

From 1 July 2027, negative gearing on existing residential properties is being wound back. Investors who already owned property at 7:30pm on 12 May 2026 keep the current rules until they sell – their arrangements are “grandfathered” (more on that below). But anyone buying an existing residential property after that point can only deduct losses against rental income or capital gains from residential property. Unused losses can be carried forward to future years. Newly built homes are exempt from the change entirely.

The arguments

For the reforms: negative gearing makes housing less affordable. It gives investors a tax advantage that first-home buyers don’t get, which pushes up prices on existing homes – and because none of that money builds new houses, it does nothing to fix the underlying housing shortage. The reform is also expected to save the budget billions.

Against the reforms: pulling investors out of the market could shrink rental supply and push up rents. Critics point to 1985, when the Hawke-Keating government abolished negative gearing – it was reversed within two years after rents rose sharply in Sydney and Perth. Note though: economists still disagree about whether negative gearing was actually the cause of those rent rises, since rents in other cities stayed flat.

Debate motions to try

• That we regret negative gearing for residential properties
• That we support the negative gearing of newly built properties
• That the government should remove the grandfathered negative gearing concession

Topic 2: Capital Gains Tax

What it is

A capital gain is the profit you make when you sell something for more than you paid for it – a house, shares, or other investment. Since 1999, Australians who’ve held an asset for more than 12 months have only had to pay tax on half their gain. This is called the CGT discount, currently set at 50%.

Worked example: you buy an investment property for $500,000 and sell it years later for $700,000. That’s a $200,000 capital gain. With the 50% discount, you only pay tax on $100,000 of it.

What’s changing

From 1 July 2027, the discount is being replaced. Instead of halving your gain, the original cost of your asset will be “indexed” to inflation – so you only pay tax on real gains, the bit above inflation. There’s also a new minimum tax rate of 30% on those gains. Superannuation funds keep their existing one-third discount.

Using the same example, if inflation lifted the cost base of your $500,000 property to $575,000, you’d be taxed on $125,000 rather than the full $200,000 gain – but at the minimum 30% rate. It’s essentially a return to the rules Australia had before 1999.

Gains that arose before 1 July 2027 will keep the 50% discount, even if the asset is sold later – another example of grandfathering.

The arguments

For the reforms: the CGT discount overwhelmingly benefits the wealthy – around 83% of it goes to the top 10% of income earners, according to Treasury. Inflation indexing is fairer because it only taxes real growth in value, not gains caused by inflation. And a 30% minimum rate stops high earners paying less tax on capital gains than ordinary workers do on their wages.

Against the reforms: the changes could discourage long-term investment, push more money into superannuation (where the old rules still apply), and penalise long-term savers. A 30% minimum rate also hits people who rarely sell big assets – like a family selling one investment property after decades – by pushing their tax rate above what they’d normally pay.

Debate motions to try

• That we regret the capital gains tax discount
• That the government should apply a minimum tax rate to all taxpayers
• That the government should remove the 50% CGT discount on pre-2027 gains

Topic 3: Discretionary Trusts

What it is

A trust is a legal arrangement where someone called a trustee holds money or assets on behalf of others called beneficiaries. In a discretionary trust, the trustee chooses each year how much to give each beneficiary. Wealthy families often use them – they’re sometimes called family trusts – because income can be distributed to whichever family member pays the lowest tax rate.

Worked example: a family trust earns $100,000 in business income. The trustee gives $40,000 to a parent on the top tax rate, $40,000 to the other parent, and $20,000 to an adult child at university who pays no tax. The family’s overall tax bill drops sharply.

There are over 900,000 family trusts in Australia, and the number has more than doubled in the last 20 years.

What’s changing

From 1 July 2028, before that $100,000 can be distributed at all, the trustee has to pay a minimum 30% tax on it – so $30,000 goes straight to the tax office. Beneficiaries still report their share on their own tax return but get a credit for the 30% already paid. Think of it like a franking credit on share dividends – with one key difference: the trust credits are non-refundable, so if a beneficiary’s tax rate is below 30%, the extra tax is just lost.

Notably, there’s no grandfathering on this one – the new rules will apply to all discretionary trusts from 1 July 2028, regardless of when they were set up. Fixed trusts, charitable trusts, superannuation funds and deceased estates are exempt entirely.

The change is expected to raise about $4.5 billion over five years.

The arguments

For the reforms: family trusts let wealthy households split income with family members on lower tax rates – something ordinary workers simply can’t do. A 30% minimum stops high-income families using trusts to dodge their fair share of tax, while leaving the legitimate non-tax uses of trusts (asset protection, succession planning) intact.

Against the reforms: the rules are complex and risk punishing small business owners and farmers who use trusts for legitimate reasons – like protecting family assets or passing a business to the next generation. The changes also add compliance costs for thousands of small operators who weren’t really the target.

Debate motions to try

• That the government should ban discretionary trusts
• That the government should introduce a tax on inheritances
• That we regret the use of family trusts

Topic 4: Tax Bracket Indexation

What it is

Australia has tax brackets – the more you earn, the higher the tax rate on each extra dollar. But the boundaries between brackets are set in dollar amounts, and only get updated occasionally. So when inflation pushes wages up – even though purchasing power stays flat – more of your income gets taxed at higher rates. That’s called bracket creep.

Worked example: you earn $45,000. Inflation one year is 11% (very high, but useful for the example), and your boss gives you a $5,000 pay rise to match, taking you to $50,000. Because everything costs 11% more, you can’t actually buy more than before. But because tax brackets haven’t moved, that extra $5,000 is taxed at roughly double the rate – meaning your real income has actually gone backwards while the government quietly collects more tax.

What’s being proposed

Unlike the other three topics, this one isn’t budget legislation – it’s the Coalition’s counter-proposal, called the “tax back guarantee.”

Under the proposal, from 2028-29, the bottom two tax brackets (covering income up to $135,000) would rise automatically each year with inflation. By 2031-32, all brackets would be indexed. The Coalition estimates it would save the average worker up to $1,000 a year, costing the budget around $22.5 billion over four years.

The arguments

For indexation: bracket creep is a “stealth tax” – governments quietly raise revenue every year through inflation without ever having to legislate a tax rise. Indexation forces them to be honest: if they want more tax, they have to vote for it. The United States and many other comparable countries already do this.

Against indexation: it locks in a big ongoing revenue loss, limiting what future governments can spend on services like healthcare and the NDIS. Regular tax cuts already address bracket creep when the budget can afford it – and automatic indexation reduces political accountability rather than increasing it, because the choice gets made once and never revisited.

Debate motions to try

• That we support indexing tax brackets to inflation
• That we should abolish progressive income tax brackets
• That we should replace income tax with a flat tax

The Grandfathering Question

You’ll have noticed something running through two of the four topics: grandfathering. With negative gearing, existing investors get to keep the old rules; only new buyers face the new ones. With CGT, gains that built up before July 2027 keep the 50% discount, even if you sell the asset later. Discretionary trusts and bracket indexation don’t involve grandfathering at all – the trust rules will apply to everyone the day they start.

Grandfathering is one of the most interesting features of major reforms, and a great place to find strong debating arguments – especially because both sides of any of these motions will probably end up arguing about it.

Why governments grandfather

The standard arguments for grandfathering:

• It’s fair to people who planned around the existing rules. If you bought an investment property in 2024 based on how negative gearing worked then, it feels unfair for the government to change the deal on you years later.
• It avoids market shock. If every investor had to sell on the same day, prices would crash. Phasing the change in gives the market time to absorb it.
• It makes reforms politically possible. Reforms that hit existing arrangements head-on tend to fail. Grandfathering builds enough consensus to actually pass.

Why grandfathering can be a problem

The arguments against:

• It can take a generation to actually work. If the point of negative gearing reform is to make housing more affordable for younger Australians, grandfathering existing investors means it won’t fully kick in for decades. The people who need help most wait longest.
• It locks in existing inequality. The people who benefited most from the old rules get to keep their advantage. Everyone else is locked out of both the old benefit and the full impact of the reform.
• It creates two-tier markets. Two investors doing the same thing pay different amounts of tax based only on when they bought.
• It encourages last-minute rushing. Knowing the deadline is coming, investors pile in before it – which can pump up prices in the short term, exactly the opposite of what reformers want.

Whichever side of these motions you draw, expect grandfathering to come up. Make sure you’ve thought through both how it works and whether you think it should be there at all.

How to use this material in your next debate

These four topics work together. Negative gearing and the CGT discount are deeply linked – the 1999 introduction of the CGT discount is what really turbocharged negative gearing as a tax strategy. Discretionary trusts often hold the same kinds of assets – investment properties and shares – that the other two changes affect. And bracket indexation is the broader question hanging over all three: who decides how much tax we pay, and how openly?

When you’re prepping a speech on any of these:

1. Define the concept clearly. Half the work is making sure your judge actually understands what you’re arguing about. Don’t assume.
2. Use one concrete example. The worked examples above are designed to be repeatable in a speech.
3. Think about stakeholders. Who actually benefits? Who actually loses? Our education debates blog explains stakeholder analysis in more depth – the same techniques apply here.
4. Weigh the trade-offs explicitly. Most of these debates involve weighing things people legitimately disagree about – fairness against simplicity, short-term costs against long-term benefits. Name the trade-off your side is accepting.
5. Engage with intergenerational fairness. It’s the through-line in all four topics. If you ignore it, your opponent will use it against you.

For more on argument structure, rebuttal, and how to win a debate, our blogs on the top 10 tips experts use to win every debate and five ways to improve at debating are good places to start.

If you want to build sharper debating skills on topics like these, our Term Programs for Years 7-10 cover current affairs motions every week. Debating Pandas (Years 7-9) and Debating Club (Years 7-10) are designed for students ready to take on motions of this complexity. Our Holiday Workshops also run intensive programs that focus on debating technique and topic preparation. You can also get in touch if you’d like advice on which program would suit you best.

Good luck with your debates!

Getting involved in debating at school is a scary but exciting step toward becoming a debater. Being a debater can be a huge advantage in life, helping you to boost your confidence and critical thinking skills, learn teamwork and improve your public speaking skills. At some schools, there is a very well-established debating program to become a part of. In other schools, debating may only take place at certain times of the year, or maybe not at all! Regardless of the type of school that you attend, there are many ways that you can get involved in debating and public speaking.

How to get involved in a well-established debating program

If your school is a big debating school, your number one priority may be trying to get involved in the debating team. While there are usually many students who are interested in being a part of the team, often there are only four or five spaces available! If you’re interested in having one of those spaces, the first thing you should do is ask about when your school holds their debating trials. Mark this date on your calendar! 

Prepare for debating team trials

The second thing that you need to do is prepare for the debating trials.

In the same way that many people practice soccer or netball at home before the school team is selected, you can do the same for debating! Luckily, debating is a very easy activity to practice at home by yourself if you know the right tips. For example, you can access a large variety of online resources about improving your debating skills. Visit our Youtube channel to check out our “Conquering Debating” Video series, where our expert coaches break down many important debating concepts.

Additionally, you can also take up beginner-level debating programs, which are offered through Speaking Schools Australasia – try giving our Debating Wallabies, Debating Parrots, Debating Pandas or Debating Club term programs a go, or alternatively our Debating Hummingbirds, Debating Hawks or Practice Debates holiday workshops!

Have confidence while public speaking

Once you have prepared, the next step is to show up at trials and be confident. Trials can seem like a scary situation, but our top tip to students who are worried about debating trials is to not worry so much and just give it a go! Participating in the trials is in itself a great way to have some experience in debating, even if you don’t end up being a part of the team. Also, if you have shown active interest in debating by trialling, it’s highly likely that you can get involved in some other way as an audience member, chairperson or timekeeper. 

In order to maximise your chances on the day, you should show up on time and try to feel as confident as possible. Our favourite tip for being confident is to take a nice deep clarifying breath, and trust that the people in the room are there to listen to you! You can also check out our blogs on Stage Fright and Glossophobia (the fear of public speaking) and how to overcome them.

Practice debating in the meantime

It might take a while to find out whether you make the debating team at school, but there are other ways to get involved in debating in the meantime. For example, you could join an external debating class where you are guaranteed to get involved in debates, even if you don’t get chosen for your school’s team. In the Speaking Schools Australasia Term Programs, you can get involved and do a practice debate every one to two weeks, depending on your experience level! This is sometimes even more debates than you would do at school in a term as a member of the team!

Getting involved when debating isn’t big at your school

If your school doesn’t have debating trials, how can you get involved? A lot of schools have competitions that they can be involved in for debating, as long as there are some interested students. We recommend talking to your teachers and letting them know you’re keen to give debating a try. See if you can find some friends who want to be on the debating team with you! A great idea is to see if you can have an at-school debate between two teams within your class. For example, you could ask your teacher to hold a debate about what you are currently learning in class or a topical issue in the news.

Any student can get involved in debating. If you have more questions about how to become a debater, feel free to get in touch with us at Speaking Schools Australasia!

Debating is an essential life skill that helps children develop confidence, learn to think on their feet, and argue their point of view. It also teaches them how to research, structure an argument and articulate their thoughts clearly. While not all children will learn how to debate properly at school, it is actually a very important life skill that can benefit them in many ways.

Why is it important for kids to learn to debate?

Debating is an important skill for kids to learn for a number of reasons. 

First, it helps kids to think critically and to see both sides of an issue. This is an important life skill that will help them not only in their future studies and careers but also in life more generally – it is crucial to understand concepts from multiple viewpoints to have a balanced perspective of the world (even if you don’t necessarily agree with all those viewpoints). 

Secondly, it teaches kids how to communicate effectively. They learn how to articulate their thoughts and arguments clearly and persuasively. This is a valuable skill not only in their education but also in the workplace, as it helps people bring others around to their point of view. 

Finally, debating introduces kids to different viewpoints and opinions. They learn about other people’s perspectives and can develop their own opinions on various issues. Debating clubs and public speaking courses are great extra-curricular activities for kids to get involved in to learn these invaluable skills!

Kids who are debaters tend to make excellent leaders

Debating also helps to build the skills of future leaders. Debaters learn how to think on their feet, how to defend their convictions and how to argue persuasively. These are all essential qualities for any leader. Good leaders need to be able to communicate their vision and inspire others to follow them, making this activity the perfect education for aspiring leaders.

Three steps for debating success

Participating in a debate is an excellent way to hone your argumentative and public speaking skills. In order to be successful, it is important to follow three key steps: preparation, engagement, and feedback.

Preparation is crucial for any debate. You need to carefully craft your arguments and practice your delivery within the strict time limit – often less than an hour in most competitions. This will help you stay calm and confident when engaging with your teammates. 

Secondly, engagement is all about actively listening to the other side and thinking on your feet. You need to be able to quickly come up with rebuttals to the other side’s points in order to persuade the adjudicator that your team’s case is comparatively better than theirs. This can be challenging, but it’s also where the fun of the activity comes in – the adrenaline rush of coming up with responses on the fly.

Finally, feedback is essential for improving your arguing skills. After each debate, take some time to reflect on your performance and think about what you could have done better. This feedback can come from anyone – the adjudicator, your teammates, an audience member or even your own personal reflection. By doing this, you will become an even more effective debater in the future – it is definitely true that we can learn from our mistakes!

So, how does debating work?

Debating is a great way to learn about the different viewpoints from two sides and hone your ability to argue. But how does it actually work? In most Australian formats, there are two teams of three(and sometimes four) people each: the first speaker, second speaker, third speaker, and sometimes also a silent fourth ‘speaker’.

The affirmative (proposition) team argues in favor of the topic, while the negative (opposition) team argues against it. In the debate, each team takes turns giving their speeches with affirmative starting first until six speeches have been presented (although some competitions also have two extra ‘reply speeches’). The goal is to persuade the judge that if they were to compare your case with that of the other team, it is more likely that your side is on the more preferable side of the debate. 

What are the responsibilities of each speaker in the debate?

The first speakers on each team have the responsibility of introducing the topic and giving their side’s general stance on it – this might involve a model from the affirmative, and a position from the negative. They also need to present the team’s main arguments and lay out the structure of the debate. 

The second speakers on each team are responsible for responding to the other team’s arguments and presenting additional arguments of their own. They also need to rebut any points that the other team brings up, both in terms of attacking the other side’s ideas, and defending their first speaker from any attacks the opposition has raised.

The third speakers have the responsibility of summarising all of the arguments that have been made and giving the team’s final stance on the issue, as well as any final rebuttals. The third speakers are not supposed to introduce any new substantive material – their role is to sum up what has happened and raise any final issues their team has with the other side’s case.

Who is an adjudicator (and what do they do)?

An adjudicator is a person who presides over a debate and decides who the winner is. The adjudicator’s role is to listen to the arguments of both sides, consider the points raised and make a fair and impartial decision.

There are several factors that an adjudicator takes into account when making their decision. These include the quality of the arguments presented, the use of evidence to back up the central claims, and the overall persuasiveness of each side. Importantly, an adjudicator must be reasonable and unbiased – they need to leave their own thoughts and feelings at the door, and judge the debate on its own merits. 

In order to make an informed decision, it is important that adjudicators are well-versed in the rules of debating. They must be able to identify logical fallacies and other invalid arguments. Adjudicators must also be able to keep a neutral stance throughout the debate and not let their own personal opinions influence their decision.

The adjudicator’s decision is final and cannot be appealed. The winning team is the side that the adjudicator believes presented the best arguments and reasoning in support of their position.

Adjudicators play an important role in ensuring that debates are fair and unbiased. They provide an essential service in ensuring that only the strongest arguments prevail. Adjudicators help to level the playing field by giving both sides an equal chance to present their case and win the debate.

Audience etiquette during debates

The role of the audience in a debate is to provide support and feedback for the debaters. While not all debates take place in front of an audience, when there is one present there are some important rules to be followed. 

First and foremost, the audience should remain respectful at all times. This means refraining from booing, cheering, or otherwise disrupting the flow of the debate.

Another important rule for audiences is to refrain from showing favouritism towards either debater. This means remaining impartial and objective throughout the course of the debate. Audience members should not show any obvious signs of agreement or disagreement with either side of the debate, regardless of their own personal feelings. 

By following these rules, the audience can play an important role in ensuring that the debate is fair and productive. Additionally, these rules help to ensure that the debate remains focused on the issues at hand and does not devolve into personal attacks or other distractions.

What is the role of a debating coach, and what do they do?

Most people associate coaches with sports, but there are coaches for all sorts of activities – including debating! A debating coach is someone who helps children learn how to debate effectively, much like our coaches at Speaking Schools Australasia.

A good coach will help children understand how to structure an argument, how to research both sides of an issue, and how to deliver their arguments in a clear and convincing way. By teaching children these skills, a debating coach can help them become more confident and competent communicators.

You may see some debating coaches present at competitive debates. The reason that coaches sometimes come to watch debates is so that they can provide feedback to their students to help them improve their debating skills and strategies. The coach’s role is to help the team learn from their mistakes and also to point out what they did well, similar to the role of a coach in one of our debating courses at Speaking Schools Australasia.

Often, either an external coach will be hired by a school to help teach kids debating, or a school teacher will coach the team. Unlike adjudicators, they do not decide who wins the debate, but they do watch their students alk and give them feedback for next time. This feedback is invaluable in their debating education.

What kind of debating competitions are there in Australia?

Debating is a popular activity in Australia, with many competitions taking place at the primary school, high school, and university levels of education.

Primary school competitions typically involve debating a topic for a few minutes each. Topics can be anything from “That we should ban homework” to “That the city is better than the country“, and usually involve topic areas that the students can directly relate to. 

High school competitions are very prevalent in Australia and vary from state to state. The topics tend to be more serious and complex than those debated in primary schools, such as “That Australia should become a republic” or “That employers should be allowed to access the criminal records of job applicants“.

Most people think of debating as something that is only important for people who want to become lawyers or politicians. However, debating is actually a really valuable skill for people of all ages, and it can be especially beneficial for kids.

In particular, it is a useful and important life skill that can help kids become better critical thinkers, communicators, and problem-solvers. 

How can we help?

In this blog post, we’ve outlined how debating works and the different roles involved in a debate. 

If you’re ready to take your skillset to the next level, why not enrol in one of our debating or public speaking courses today? Our courses cover multiple ability levels for students of all ages from Kindy through to Year 9 (with debating starting from Year 3). There are many ways to get kids involved in debating, such as joining an intensive school holiday workshop or taking part in a weekly after-school program.

There are also many online resources and courses available to help kids learn the basics of debating. Check out our YouTube channel for our ‘Conquering Debating’ Series which breaks down all of the concepts involved in debating specifically for kids! From how to write a great argument to examples of good speaking manner, we have a video on just about everything. We also have a ‘Speak to Inspire’ playlist that breaks down all the essential skills for students trying to improve their public speaking.

How to find the right course for your child

The course you choose for your child’s debating education will depend on a few different factors, such as their age, debating experience, and what you hope they will get out of the course.

If your child is new to debating, then it might be a good idea to start with one of our beginner courses. These courses are designed to give kids a solid foundation in debating so that they can learn all the basics. Once they have completed a beginner course, they can then move on to one of our more advanced courses.

On the other hand, if your child has some debating experience already, then they might be better suited to one of our intermediate or advanced courses. These courses build on the skills learned in a beginner course and help students hone their debating techniques.

Our courses cover multiple ability levels for students of all ages from Kindy to Year 10. There are many ways to get kids involved in debating. School holiday workshops are a great way for kids to get a taste of debating and see if it’s something they enjoy. These workshops are usually three days long and involve debating a variety of topics.

If you’re looking for a more long-term commitment, then our after-school programs might be a better option. These programs run for 8 – 10 weeks and cover all the basics of debating, from how to construct an argument to how to deliver a speech. By the end of the program, students will have honed their debating skills and will be ready to take on any challenge.

No matter what course you choose, your child will be sure to benefit from the experience. Debating is a great way for kids to learn essential life skills, such as critical thinking, communication, and public speaking. So what are you waiting for? Enrol your child in a debating course today!

Debating is more than just standing up and speaking in front of an audience. It’s one of the most evidence-backed educational activities available for boosting reading ability, critical thinking, confidence and long-term life outcomes for young people. Unlike general public speaking, debating requires students to engage with opposing ideas, construct logical arguments, and respond to challenges in real time—skills that translate directly into academic success and career readiness.

The research tells a compelling story. A landmark study by researchers from Harvard and the University of Virginia, published in Educational Evaluation and Policy Analysis (2023), tracked 3,515 students in the Boston Debate League over a decade. They found that debaters were 17% more likely to graduate high school and 29% more likely to enrol in tertiary education. These aren’t marginal gains—they represent life-changing differences in educational trajectories.

When it comes to reading, debaters showed improvements equivalent to roughly two-thirds of a full year of learning—gains that rival the most intensive (and expensive) tutoring programmes. Perhaps most importantly, the largest benefits went to students who started with lower results, with gains nearly double those of their higher-achieving peers. This makes debating a powerful equity tool, not just an enrichment activity for already-successful students.

These findings have been replicated across multiple cities and contexts. A 2021 University of Michigan study of nearly 36,000 students in Houston found that debaters scored over 50 points higher on both SAT Maths and Reading, with GPAs more than half a grade higher than matched comparison students. Research from Chicago tracking over 12,000 students found debaters were three times more likely to graduate than similar non-debaters. In debating competitions, teams are typically assigned motions and must be prepared to argue both sides; often, they are given a preparation time of one hour after receiving the topic, which is used to analyze the context and develop their arguments.

These academic gains connect directly to what employers want. According to employer surveys, nearly 90% prioritise problem-solving ability, over 80% seek strong teamwork skills, and more than 75% look for evidence of good communication. Debating builds all three simultaneously—and it does so in a way that prepares young citizens for the demands of university, the workforce, and civic participation.

What is debating? (And how is it different from general public speaking?)

Debating has a long history, tracing back to the philosophical and political debates of Ancient Greece, with modern debating societies established during the Age of Enlightenment in the 18th century.

At its core, debating is a structured contest between two sides—an affirmative team (sometimes called proposition) and a negative team (or opposition)—who present and rebut arguments on a specific motion or topic. In formal debating, participants are assigned to one side of the motion: the affirmative must agree with the topic, while the negative must disagree. Unlike a speech competition where participants simply present their ideas, debating requires direct clash. You must listen to what the opposing team says, identify weaknesses in their reasoning, and respond with targeted rebuttal.

This distinction matters. General public speaking teaches students to present confidently and persuasively, but debating goes further. It trains students to think on their feet, evaluate evidence under pressure, and construct logical chains of reasoning that can withstand challenge. The ability to hear an opposing argument, quickly assess its validity, and formulate a coherent response is a skill set rarely developed through other school activities.

In Australian schools, competitive debating typically follows structured formats judged by trained adjudicators. Whether through state competitions in NSW or Victoria, programmes affiliated with the Australian Debating Federation, or private interschool championships, teams are assessed on three key aspects: the quality of their arguments (matter), how well they structure and deliver their case (method), and their manner of speaking (manner), including clarity, confidence, and engagement with the audience. The team that presents the most persuasive case is declared the winner. The course of a debate is carefully structured, with each segment building upon the last to ensure a fair and logical progression.

One of debating’s most powerful features is that teams are usually randomly assigned to support or oppose topics—sometimes receiving the motion less than an hour before the debate begins. A team might be told to argue That schools should ban smartphones even if every speaker personally disagrees with that position. This forces students to understand both sides of an issue deeply, building intellectual flexibility and genuine engagement with ideas they might otherwise dismiss.

In Australia, the format typically involves three speakers per team (two or four in some styles), with each speaker having a specific role. The first speaker is responsible for establishing the team’s case and defining key terms. The second speaker extends arguments and begins substantial rebuttal. Later speakers focus on clash and conclusion. This structure means that everyone on a team must prepare together, divide responsibilities, and coordinate their approach—building collaboration skills alongside argumentation.

Debating Formats and Styles

Debating comes in many shapes and sizes, with a range of formats designed to challenge students’ critical thinking and public speaking skills. Each style has its own set of rules, structures, and traditions, but all share the same core: two sides—the affirmative and the negative—engage in a structured exchange of arguments, aiming to persuade a judge or panel.

Some of the most popular formats include Parliamentary debating, where teams simulate the workings of government and opposition in a parliament, and Lincoln-Douglas debating, which focuses on values-based topics with a single speaker on each side. Public Forum debating is another widely used style, emphasising accessible topics and teamwork. In Australia, the Australasian format is common, featuring three speakers per team and a strong focus on method and manner.

Other styles, such as the European square and Oxford-style debates, introduce unique elements like audience participation or specific time limits for speeches and rebuttals. Regardless of the format, students and teams must consider their topic thoroughly, construct clear arguments, and present key points in a persuasive manner. The judge evaluates not only the strength of the arguments but also the clarity of speech and the effectiveness of rebuttal.

By exploring different debating styles, students can find the format that best suits their interests and strengths, all while building essential skills in research, critical thinking, and public speaking.

The Debate Process

A formal debate follows a clear structure, ensuring that both the affirmative team and the opposing team have equal opportunities to present their case and respond to challenges. The process typically begins when the first speaker from the affirmative team outlines the team’s case, defines key terms, and sets the stage for the debate. This opening speech is crucial, as it frames the arguments and provides a roadmap for the team’s approach.

Next, the first speaker from the opposing team responds, presenting counterarguments and beginning the process of rebuttal. Each team then alternates speakers, with the second speaker on each side introducing new arguments, providing additional examples, and addressing points raised by the opposition. Throughout the debate, speakers must balance presenting their own key ideas whilst responding to the arguments of the other team.

The adjudicator, or judge, then evaluates the teams based on matter (the quality of arguments), method (the structure and strategy), and manner (the style and delivery), ultimately deciding which team has made the most persuasive case.

This structured process not only sharpens students’ reasoning and communication skills but also teaches them to think on their feet, work collaboratively, and engage respectfully with opposing viewpoints.

The research: How debating boosts academic performance

The strongest evidence for debating’s educational impact comes from rigorous, peer-reviewed research conducted across multiple cities over many years. In both academic and online settings, debates and differing opinions are frequent, highlighting how often individuals must navigate interactions without resorting to being argumentative.

The Boston Debate League Study (2023)

The Boston Debate League study, conducted by Beth Schueler (University of Virginia) and Katherine Larned (Harvard) and published in Educational Evaluation and Policy Analysis in October 2023, remains the gold standard. This wasn’t a small pilot—it tracked 3,515 students over a decade (2011–2021), comparing outcomes for those who participated in debating programmes against matched comparison groups who didn’t.

The findings on reading achievement were striking. Debating participants improved their reading scores by the equivalent of roughly two-thirds of a year of learning—about 13% of a standard deviation. To put that in practical terms, that’s comparable to or better than the gains achieved by intensive tutoring programmes that cost twice as much per student.

What makes these gains particularly notable is where they showed up. The improvements were concentrated in analytical thinking and comprehension tasks—not just basic language rules or vocabulary. Students weren’t simply learning to decode words faster; they were learning to evaluate what they read, identify assumptions, and think critically about arguments. This aligns with what the debating process actually requires: reading research materials, weighing evidence, and constructing reasoned positions.

The effects were strongest for students who started with the lowest baseline scores. These students showed reading improvements nearly double the gains of their higher-achieving peers. This suggests debating isn’t just beneficial for students who are already academically successful; it may be especially powerful for those who need the most support.

Graduation and tertiary education outcomes were equally impressive – students who participated in debating at school were:

• 17% more likely to graduate high school within five years of starting Year 9
• 29% more likely to enrol in any post-secondary institution (tertiary education in Australia)
• 38% more likely to enrol in a four-year university degree (the equivalent of a proper university degree in Australia)

Even more impressive, for students with the lowest baseline achievement, post-secondary enrolment increased by 55%

The Houston Study (2021)

The largest quantitative evaluation of debating participation to date was conducted by researchers at the University of Michigan (Ko and Mezuk, 2021), published in Educational Research and Reviews. This study tracked nearly 36,000 students in the Houston Independent School District, using sophisticated statistical methods to account for the fact that motivated students may be more likely to join debating in the first place.

Even after controlling for pre-existing differences in academic achievement and background, debating participation was associated with significantly better outcomes:

• Debaters had cumulative GPAs more than half a grade higher (+0.66 points), which reflects marks approximately 15-20% better than their non-debater peers
• SAT Maths scores were over 50 points higher (the SATs are marked on a scale of 400-1,600, so this would represent around a 5-6% increase in raw marks)
• SAT Reading/Writing scores were over 55 points higher (again, a 5-6% increase in raw marks)

Specifically, the study found that these academic improvements were consistent across different student backgrounds, highlighting the broad benefits of debating for diverse groups.

These are substantial differences—the kind of improvements that can affect university admissions and scholarship eligibility.

The Chicago Debate League Research Programme (2009–2015)

Dr Briana Mezuk and colleagues at the University of Michigan conducted a decade-long research programme on the Chicago Debate League, tracking over 12,000 students across multiple studies. The findings consistently showed dramatic benefits, particularly for students from disadvantaged backgrounds:

• Debating participants were three times more likely to graduate from high school than comparable non-participants
• African American male students who debated were 70% more likely to graduate and three times less likely to drop out
• Debaters had an average final year GPA of 3.23 compared to 2.83 for matched non-debaters, reflecting results in the Houston Study above
• School engagement, social engagement, and civic engagement were all higher among debaters

A separate University of Missouri-Kansas City study found that after just one year of debating participation, students showed a 25% increase in literacy scores compared to a control group, along with improved attendance and reduced engagement in risky behaviours. This suggests benefits emerge quickly—families don’t need to wait years to see results.

Why does debating produce these gains?

Researchers point to several mechanisms. First, debating develops what educators call secondary literacy skills—not just basic reading and writing, but the higher-order abilities to interpret complex texts, develop arguments about what you read, and make inferences that connect ideas across sources. These are precisely the skills that predict success in senior secondary school and university.

Second, the competitive nature of debating provides powerful motivation. Students who might disengage from traditional classroom reading will spend hours researching topics they care about when there’s a tournament on the line (some US styles of debating provide topics in advance, and allow students to conduct their own research beforehand). Research from Harvard’s Strategic Education Research Partnership found that debaters begin to automatically assess every single contention when reading—applying critical evaluation skills to their everyday academic work.

Third, debating provides intensive practice in skills that transfer broadly: public speaking, logical reasoning, research, evidence evaluation, and collaborative preparation. Few other activities combine all of these in a single, engaging package.

Supporting international research

These findings align with international research across healthcare and education disciplines. Studies published in Nurse Educator, the American Journal of Pharmaceutical Education, and Nurse Education Today have found that structured debates enhance critical thinking skills, develop stronger teamwork and communication abilities, and are particularly effective for building argumentative capacity and reasoning. Many debating topics for more experienced debaters, for example, include motions to implement new ideas at national and international levels, encouraging them to engage with real-world issues and policy proposals. More recently, research in the International Journal of Research and Innovation in Social Science (2024) found that debating techniques nurture open-mindedness by compelling children to consider multiple perspectives, fostering a more inclusive and tolerant mindset.

Taken together, this body of research suggests that debating trains the mind for the kind of deep reading and reasoning that success in higher education requires.

How debating develops critical thinking and higher-order reasoning

When educators talk about higher-order thinking, they’re referring to skills at the top of Bloom’s taxonomy: analysis, evaluation, and synthesis. These are the cognitive abilities that separate surface-level understanding from genuine intellectual mastery—and research repeatedly links structured debating to their development.

The format itself is the training mechanism. When students construct a case, they must build logical chains of reasoning—moving from premises to conclusions in ways that can withstand scrutiny. When they anticipate opposition arguments, they’re forced to think from multiple perspectives and identify potential weaknesses in their own position before an opponent does. When they deliver rebuttal in real time, they’re making rapid decisions about which points matter most and how to address them clearly under time pressure.

Consider a Year 9 class debating That Australia should introduce compulsory national service. Students on both sides must research the topic, gathering evidence about civic duty, individual freedom, economic impacts, and international examples. They must weigh trade-offs: does the benefit to national cohesion outweigh the restriction on personal choice? They must anticipate what the opposing side will argue and prepare responses. This kind of deep engagement with complex current affairs builds analytical muscles that transfer to essay writing, exam performance, and real-world decision-making.

The Boston study’s findings support this mechanism. The reading gains weren’t uniform across all task types—they were concentrated on analytical and critical reading tasks rather than basic language skills. Students learn not just to read, but to read critically.

Social-emotional benefits: Confidence, empathy and resilience

Debating doesn’t just sharpen minds—it changes how students feel about themselves and others. The combination of repeated practice, structured feedback, and progressively challenging contexts creates conditions for significant personal growth.

Research on public speaking training provides a foundation for understanding these effects. Studies have found significant reductions in communication anxiety and corresponding increases in self-efficacy among students who receive structured speaking practice. Debating intensifies these effects through regular competition, detailed adjudicator feedback, and the requirement to speak under genuine pressure. Students who initially fear speaking learn, through repeated experience, that they can perform effectively—and this learning transfers beyond the debate room.

This is consistent with our own surveys conducted at Speaking Schools Australasia, with 93.58% of our students feeling more confident after attending programs as short as two days.

The link between speaking skills and self-esteem is well-documented. Research has found significant positive correlations between public speaking ability and self-esteem among students. Debating amplifies this relationship because it provides not just speaking practice, but explicit feedback, peer comparison, and opportunities for visible success. Winning a round, or even receiving positive comments on improved rebuttal, can shift how students see their own capabilities.

One of debating’s most distinctive social-emotional benefits is its impact on empathy and perspective-taking. Research has demonstrated that debate-based learning improves students’ ability to understand why people think and act as they do—including people they disagree with. When students must argue for a position they personally oppose—say, That social media does more harm than good when they’re active on every platform—they’re forced to map and humanise perspectives they might otherwise dismiss.

Teamwork effects are equally important. In Australian school teams, preparation time is spent dividing topics (one speaker might handle value arguments while another addresses practical impacts), planning rebuttal strategies, and coordinating how to present a unified team case. Students learn that their individual performance depends on, and contributes to, collective success.

The timing of intervention matters. Research shows that only about 25% of 16–24-year-olds report feeling confident speaking publicly, compared with 69% of adults aged 45 and over. This confidence gap suggests that offering debating programmes in primary and early secondary school represents a critical intervention window—building skills and self-assurance before the fear has time to become entrenched.

Career and life outcomes: Why debating skills matter beyond school

The skills developed through school debating align precisely with what employers say they want. Surveys consistently show that employers prioritise problem-solving ability (nearly 90%), teamwork skills (over 80%), and strong verbal and written communication (over 75%). Yet the same surveys reveal a proficiency gap: only about half of recent graduates are rated as proficient communicators by employers.

Debating directly addresses this gap. It trains clear, structured verbal communication under time pressure—exactly what’s required in meetings, presentations, and negotiations. It builds collaborative planning and shared responsibility across a team, as students must coordinate case construction and divide speaking roles. And it develops evidence-based decision-making and critical questioning, as debaters learn to interrogate claims rather than accept them at face value.

The career benefits are measurable. Research indicates that training in speaking is associated with roughly 10% higher annual earnings and a significantly higher likelihood of being promoted to management positions. Debating is an unusually intensive form of this training. Students who participate in competitive debating get years of practice in constructing arguments, presenting under pressure, and responding to challenges—an early head start that compounds over time.

Historically, many prominent Australians credit school or university debating with shaping their ability to understand and explain complex ideas. Former Prime Ministers Malcolm Turnbull and Julia Gillard both participated in debating, as did High Court Justice Jacqueline Gleeson. School debaters frequently move into law, public policy, consulting, academia, and leadership roles—not because debating is a credential, but because it builds genuine capabilities that these fields require.

Beyond formal careers, debating equips students for everyday life. In a world where misinformation spreads rapidly through social media, the ability to evaluate claims, check evidence, and spot logical fallacies is essential for informed citizenship. Debaters learn to navigate disagreements at work and at home more constructively—seeking to understand opposing opinions before attempting to refute them. They’re better prepared to participate in civic life, from school councils to local government consultations to parliament.

Cost-effectiveness: Exceptional value for schools and families

One of the most compelling findings from recent research is how cost-effective debating programmes are compared to other educational interventions.

The Boston study found that effective debating coaching costs approximately US$1,360 per student, compared to around US$2,800 for ‘high-dosage’ tutoring programmes. Yet debating generated comparable or better reading improvements at roughly half the cost per dollar spent. For schools and families seeking evidence-based approaches to boost literacy and critical thinking, debating offers exceptional value.

This cost-effectiveness is particularly relevant for Australian schools operating with constrained budgets. A well-run debating programme can deliver substantial academic benefits without the per-student costs associated with intensive tutoring or specialist interventions.

Debating and equity: Supporting diverse and disadvantaged students

Research suggests debating may be especially powerful for students who start behind academically or face fewer enrichment opportunities. This makes it not just an educational activity, but a potential equity intervention.

The Boston Debate League study’s equity findings deserve emphasis. Students with the lowest initial reading scores showed nearly double the reading gains of higher-achieving peers. Post-secondary enrolment rose by 55% among the lowest-baseline students who participated in debating—a transformative outcome for students who might otherwise have bypassed higher education entirely.

Several mechanisms explain these equity effects. Debating programmes provide low-cost access to high-quality literacy and critical thinking practice that might otherwise require expensive tutoring or private schooling. They offer opportunities for students to be publicly recognised for intellectual contributions—standing up, speaking well, and winning arguments—in ways that traditional classroom settings may not provide. Structured mentorship from coaches and older students creates relationships that support persistence and skill development.

The demographics of students who benefit are telling. In the Boston study, 82% of students at debating schools qualified for subsidised school meals (meaning that they came from a lower socio-economic background), 36% were English as a second language learners, and the majority came from non-white backgrounds. These students—often underserved by traditional educational approaches—showed substantial gains in literacy and university readiness.

For Australian schools, the implications are practical. Encouraging debating clubs in regional, outer-suburban, and low-SES communities can extend these benefits to students who need them most. Partnering with organisations like Speaking Schools Australasia and state debating associations provides access to training, resources, and tournaments that individual schools might struggle to organise alone.

Cultural and Linguistic Diversity in Debating

Debating is a powerful tool for promoting cultural and linguistic diversity, offering students from all backgrounds the chance to engage with current affairs and global issues. In the debating room, teams and schools come together to share opinions and ideas, often drawing on their unique perspectives and experiences. This diversity enriches the discussion, encouraging critical thinking and the exploration of new ideas.

By participating in debates, students learn to listen actively and consider viewpoints different from their own, breaking down barriers and fostering greater understanding among citizens from diverse communities. Debating competitions and events provide a welcoming space for students to express themselves, collaborate with peers from other backgrounds, and develop a deeper appreciation for the complexity of the world around them.

Through these experiences, debating not only builds essential skills but also helps create more inclusive and open-minded communities, where new ideas and perspectives are valued and respected.

Designing effective debating programmes: Evidence-based tips for schools

Not all debating experiences are equal. Certain design choices maximise learning benefits, especially for anxious or lower-achieving students. Teachers and programme coordinators who understand these principles can create programmes that deliver real results.

Starting early matters

Programmes should begin from mid-primary (Years 3–4) onwards, building foundational skills before students develop entrenched anxiety about speaking. The Boston study’s finding that lower-baseline students benefit most suggests that early intervention—before achievement gaps widen—may be particularly valuable. Young students can handle age-appropriate topics that relate to their own lived experience (That pets should be allowed in classrooms) and shorter speaking times.

Structured coaching amplifies benefits

Use clear frameworks like PEEL (Point, Explanation, Example, Link) for argument construction and simple rebuttal templates (They said X, but this is wrong/irrelevant because…). Integrate explicit instruction on the 3 Ms (manner, matter, method) so students understand how an adjudicator will assess their performance. This demystifies the process and gives students concrete targets for improvement.

Scaffolding anxiety reduction is essential

Begin with low-stakes, in-class debates and short speaking turns before progressing to formal competition. Normalise fear by sharing statistics—whilst comprehensive statistics don’t exist, it’s generally accepted that around 75% of people experience some level of public speaking anxiety—and frame nervousness as trainable rather than fixed. Students who learn early that fear decreases with practice are more likely to persist.

Inclusive topic selection increases engagement

Choose motions that are age-appropriate, culturally sensitive, and relevant to students’ lives. Topics about social media, school rules, environmental issues, or local community questions generate more interest and meaningful preparation than abstract philosophical debates. When students care about the subject, they’re more willing to engage deeply.

Intentional reflection consolidates learning

After debates, have students write or discuss what strategies worked, how they evaluated evidence, and whether their perspective changed. This metacognitive practice—thinking about thinking—reinforces the critical reasoning skills that make debating valuable in the first place.

Getting started: How students, parents and schools can engage with debating

The research is clear and the path forward is straightforward. Whether you’re a student, parent, or educator, the next step is simply to start.

For Students

The easiest entry point is joining an existing school debating club. If your school doesn’t have one, speak with a teacher about starting one—many schools are receptive when students show initiative. To understand what debating looks like in practice, watch recorded debates from World Schools Debating Championships or those recorded by the NSW Arts Unit. There are also a range of learning resources available on the Speaking Schools YouTube channel and blog.

For Parents

Ask your child’s school about debating opportunities. Find out whether they participate in interschool competitions, offer training days, or have a dedicated debating teacher. Supporting attendance at competitions and training programmes sends a signal that you value these skills. Alternatively, there are a number of specialist providers like Speaking Schools that can help children develop these skills. At home, you can reinforce learning through timed mini-debates on family-friendly topics—Should we get a pet? or Is homework helpful?—turning dinner table discussions into practice opportunities.

For Schools

Resources and support are readily available. State debating associations provide competition frameworks, adjudicator training, and networking with other schools. The Australian Debating Federation coordinates national championships and supports programme development. Specialist providers like Speaking Schools Australasia offer curriculum-aligned workshops, trained facilitators, and resources designed for Australian classrooms.

Conclusion

The evidence compiled in this article points to a consistent conclusion: debating is one of the most cost-effective, research-supported ways to improve academic results, build confidence, develop empathy, and prepare young people for long-term success. The skills it builds—reasoning, communication, collaboration, perspective-taking—are precisely what universities and employers seek, and what citizens need for thoughtful participation in democratic life.

Teach students to debate well today, and you equip them to decide well for the rest of their lives.

Key references and further reading

The core research informing this article includes:

Primary Studies:

• Schueler, B.E. & Larned, K. (2023). Debate participation, academic achievement, and educational attainment: Evidence from a long-run study. Educational Evaluation and Policy Analysis. doi:10.3102/01623737231200955
• Ko, T.M. & Mezuk, B. (2021). Debate participation and academic achievement among high school students in the Houston Independent School District: 2012–2015. Educational Research and Reviews, 16(6), 219–225.
• Mezuk, B. (2009). Urban debate and high school educational outcomes for African American males: The case of the Chicago Debate League. Journal of Negro Education, 78(3), 290–304.
• Mezuk, B., Bondarenko, I., Smith, S., & Tucker, E. (2011). Impact of participating in a policy debate program on academic achievement: Evidence from the Chicago Urban Debate League. Educational Research and Reviews, 6(9), 622–635.
• Anderson, S. & Mezuk, B. (2015). Positive youth development and participation in an urban debate league: Results from Chicago Public Schools, 1997–2007. Journal of Negro Education, 84(3), 362–378.

Supporting Research:

• Allen, M., Berkowitz, S., Hunt, S., & Louden, A. (1999). A meta-analysis of the impact of forensics and communication education on critical thinking. Communication Education, 48(1), 18–30.
• Othman, M., Sahamid, H., Zulkefli, M.H., Hashim, R.A., & Mohamad, F. (2015). The effects of debate competition on critical thinking among Malaysian second language learners. Middle-East Journal of Scientific Research, 23(4), 722–728.
• Louden, A.D. (2010). Navigating Opportunity: Policy Debate in the 21st Century. International Debate Education Association.
• Jimenez, A.J., Tan, A.K., & Baluyos, E.L. (2024). Debate technique on the critical thinking ability of learners. International Journal of Research and Innovation in Social Science, 8(6).

Debating is a valuable skill for children and teenagers, helping them develop confidence, critical thinking, and strong communication abilities. Whether your child is a beginner or looking to refine their debating skills, this guide will provide essential insights into the art of argument.

Understanding the basics of debating is crucial, as it lays the groundwork for building more advanced skills and effective participation in debates.

Through participating in debating, young people learn to structure their thoughts logically, express ideas clearly, and engage respectfully with opposing viewpoints. These skills not only benefit academic performance but also enhance public speaking skills and overall self-confidence. Moreover, debating encourages teamwork and quick thinking, as students often collaborate to prepare arguments and respond to challenges during debates.

Many schools and organisations offer debating teams and competitions, such as the Premier’s Debating Challenge in NSW, which provide valuable opportunities for students to practise and showcase their abilities. These events often include preparation time before the debate, allowing students to prepare and organise their arguments effectively.

By mastering debating essentials, students gain reasoning skills and learn to pay respect to differing opinions, fostering a culture of respectful dialogue and critical inquiry. This foundation prepares them not only for academic success but also for active participation in civic life and future careers.

What Is Debating and Why Is It Important?

Defining Debating

Debating is a structured activity where participants present and defend an assigned viewpoint on a given topic. It involves clear communication, logical reasoning, and respectful engagement with opposing opinions. Through debating, students learn how to organise their thoughts and articulate their stance effectively. This essential skill not only aids academic success but also fosters critical thinking and confidence. Learn more about how debating works and why it’s important for kids.

Enhancing Critical Thinking & Confidence

Participating in debating helps young people develop analytical thinking and boosts their communication skills. It challenges students to evaluate evidence, construct coherent arguments, and respond to opposing views thoughtfully. This process builds resilience and self-assurance that ranges well beyond simply public speaking.

Additionally, debating enhances general knowledge by encouraging curiosity about the world around them. See how debating and public speaking improve general knowledge.

Difference Between Debating & Public Speaking

While both debating and public speaking require speaking in front of an audience, debating is a more structured exchange of arguments between opposing sides. Public speaking often focuses on delivering a prepared speech or presentation, whereas debating involves real-time argument development and rebuttal. Understanding this distinction helps students prepare appropriately and develop skills tailored to each activity’s demands.

If you’re also interested in learning about more general communication skills,  you should check out our Ultimate Guide to Public Speaking. Debating and public speaking complement each other beautifully—debating sharpens your logical reasoning, while public speaking develops your presentation skills and personal voice.

Debating as a Lifelong Skill

Debating equips students with valuable skills that extend beyond the classroom. It fosters critical reasoning, effective communication, and the ability to consider multiple perspectives—qualities essential in higher education, careers, and life generally. Mastering debating helps young people become confident, articulate individuals who can engage thoughtfully in discussions and make informed decisions. Find out how debating prepares students for success beyond school.

How Does a Debate Work in Australia?

Debate Structure

Australian school debates typically follow a format where students are given a topic – sometimes called a motion – anywhere from a few weeks beforehand to just minutes before they need to speak. Teams then use this preparation time (usually called “prep time”) to work together, develop their case, and write their speeches. Most debates consist of two teams, with each speaker delivering a timed speech, alternating between the affirmative (in favour of the topic) and the negative (against it). Speeches follow a clear structure with an introduction, necessary structural elements such as rebuttal and arguments, and a conclusion. At the same time, the debate as a whole progresses through well-established steps, including establishing cases, delivering points and comparing important ideas.

If you’re curious about the key steps involved in a debate, our guide on how debating works and why it’s important for kids to learn breaks down the full process.

Key Roles

In a standard Australian school debate, there are several key roles that keep everything running smoothly. Teams are divided into the affirmative side (arguing in favour of the topic) and the negative side (arguing against it), with each team typically comprising three speakers who each have distinct responsibilities. The first speaker introduces the topic and outlines the team’s case; the second speaker extends the arguments while also rebutting the opposition’s points; and the third speaker summarises the debate and delivers the team’s final stance without introducing new arguments.

Beyond the debaters themselves, a chairperson (or timekeeper) ensures speakers stay within their allocated time and manages the flow of the debate, while an adjudicator listens impartially and determines the winner based on the quality of arguments and delivery.

Our blog on tips and tricks experts use to win every argument explains how understanding these roles can sharpen your debating strategy.

Debate Formats

While Australian schools primarily use a three-on-three format based on the World Schools Debating Championship style with policy and value-based topics, debating styles vary considerably around the world.

British Parliamentary debate, for instance, features four teams of two speakers each – split between Opening and Closing Government and Opposition – and is widely used at university level and in international competitions like the World Universities Debating Championship. In the United States, the Lincoln-Douglas debate structure is a popular one-on-one format focusing on philosophical and ethical values, while Public Forum debates have two teams of two and extended preparation periods where teams prepare both sides of the motion.

Regardless of the format, debaters everywhere are judged on their ability to construct persuasive arguments, respond effectively to opposition points, and communicate clearly under pressure.

To explore different types of debate topics and how to approach them, check out our blog on 100 high-quality debating topics for kids.

How Can You Build a Strong Case?

Understanding the Topic

Before you can build a winning case, you need to fully understand what the topic is asking you to argue. In policy debates (topics starting with “That we should…“), the affirmative team is proposing a change to the world, while the negative team is defending the current situation. In value debates (topics that make a value statement about the world, like “That books are better than movies“), teams are trying to prove whether the statement is comparatively true or false.

Additionally, there are a range of other types of motions – everything from “regret/support” motions to “celebrate” topics – which add additional flavour and challenge to competitions.

Properly defining the key terms in the topic early on helps your team set the boundaries of the debate and makes it clear to the adjudicator exactly what you’re arguing. If you’re unsure about how different types of topics work, our blog on 100 high-quality debating topics for kids explains the differences between policy and empirical debates.

Building General Knowledge

Once you understand the topic, it’s time to gather evidence and organise your arguments effectively. Building up your general knowledge is one of the best ways to improve as a debater – reading news, following current events, and collecting interesting facts across different topic areas gives you a toolkit of ideas to draw upon when you’re in the prep room.

To learn more about building your knowledge base, check out our guide on how to strengthen your general knowledge to win more debates.

Supporting Arguments with Evidence

The strongest arguments are grounded in real-world knowledge, but you don’t need to be an expert on every topic. When preparing your case, think about the stakeholders – the people who are affected by the motion being debated. Breaking down stakeholders into specific subgroups makes your arguments more meaningful; for example, rather than saying a policy would be “good for students,” you might explain how it would specifically benefit students with learning difficulties or those from low-income backgrounds. Using facts as examples within your arguments makes it harder for the opposition to disprove your points. That said, focus on logic and reasoning rather than relying on things like statistics – adjudicators don’t put anywhere near as much emphasis on facts and figures that may simply have been made up.

For more techniques that experts use to strengthen their arguments, check out our tips and tricks for winning every argument.

Practice Exercises

The best way to improve your case-building skills is through regular practice in a supportive environment. Fun activities like impromptu debates, where you’re given a topic on the spot and have to argue for or against it, help develop quick thinking and creativity. Team brainstorming sessions during prep time teach students how to work together to generate arguments and identify the strongest points for their case. Activities that get students to play “devil’s advocate” – imagining what arguments the opposition might raise – also strengthen case development by helping teams anticipate challenges and prepare pre-emptive responses.

Our public speaking workshops and debating programs incorporate a range of interactive exercises and practice debates to help students apply what they’ve learned and receive feedback from experienced coaches. Regular training through structured sessions is essential for building confidence, developing debating skills, and accelerating improvement in persuasive and oral communication abilities.

How do you develop strong arguments?

What Makes an Argument Strong

A strong argument does more than just state an opinion – it explains why that opinion is likely accurate and (where appropriate) what impact that point will have on the world. The best debaters structure their points carefully, moving from a clear claim through logical reasoning to real-world consequences. Using frameworks like PEEL (Point, Explanation, Example, Link) or CMI (Characterisation, Mechanism, Impacts) helps ensure your arguments are complete and persuasive.

The key is making your reasoning explicit: don’t assume the adjudicator will automatically understand why your point matters. Instead, spell out the chain of cause and effect that leads from your argument to the benefits (or harms) you’re claiming.

Stakeholder Analysis

One of the most effective ways to develop strong arguments is to think carefully about the stakeholders – the people who will be affected by the motion. Different stakeholders often have different interests and perspectives, which means the same policy might impact them in different ways.

For instance, in an education debate, students might prioritise free time, teachers might focus on resources and workload, and parents might care about academic outcomes. By breaking these groups down further (considering, say, part-time versus full-time teachers, or students with additional learning needs), you can craft more specific and compelling arguments that resonate with adjudicators. Our blog on education debate topics explores how to analyse stakeholders in depth.

Differentiating Practical and Principled Points

It is important to understand the difference between practical and principled arguments in a debate.

Practical arguments refer to points that involve a measurable, real-world harm or benefit – think something like the impact of a new policy on community safety or economic growth, or the benefits or harms to a particular segment of society. These generally revolve around utilitarian considerations – how can we achieve the greatest amount of happiness for the greatest number of people?

Principled arguments, on the other hand, refer to whether something is fair or unfair due to some particular moral or ethical consideration that we as a society believe is important. This might include things like enshrining freedom of speech or invoking the harm principle to restrict certain freedoms. Principles often become more important the more they protect vulnerable groups, and often act as important checks on practical considerations in debates.

Understanding and balancing both practical and principled points allows debaters to present well-rounded cases that address both tangible outcomes and ethical values, making their arguments more compelling and comprehensive.

Using Logic and Evidence Together

While factual evidence can strengthen your arguments, logic and reasoning are far more important, especially when preparing a school presentation. If you’re unsure where to begin, here are some useful tips on how to come up with the perfect speech topic for a school presentation.

Think about a debate from the perspective of an adjudicator – they’re not allowed to bring in their own expert knowledge when judging a debate, and so can’t rely on specific facts or statistics they might already know (unless they are commonly known facts or statistics). If one team says that 70% of students will be impacted, whilst the other side says 7% of students will be, how can they determine which is correct?

The only avenue available to them is via the logic and reasoning presented by each team. If one team can explain comprehensively why their particular impacts are more likely than those of the other side, this makes it much easier for the adjudicator to side with them. This means that the specific fact or statistic isn’t actually that relevant in the larger scheme of things.

Whilst facts and statistics may be of limited value, real-world examples are actually very important. They help the audience (and the adjudicator) realise where your mechanism has worked before, or what your impacts may look like in real life. Don’t have an example? No problem – you should try using a hypothetical to illustrate your point instead.

When you do have evidence, use it strategically as an example that supports your logical explanation rather than as a replacement for reasoning. The best debaters focus on quality over quantity – it’s better to have a few well-developed arguments with clear impacts than many shallow points that aren’t fully explained. Emotional appeals can be effective too, but they should complement rather than replace logical reasoning.

Building Arguments Under Time Pressure

In competitive debates, you often have limited time to prepare your arguments – often less than an hour. This is where general knowledge becomes invaluable; the more you know about different topic areas, the more ideas you’ll be able to generate quickly during prep time. Practising brainstorming techniques, working effectively as a team, and knowing how to prioritise the strongest arguments are all skills that improve with experience. Our guide on five ways to improve at debating covers practical strategies for making the most of your prep time.

What Makes a Great Rebuttal?

Defining Rebuttal

Rebuttal is the art of responding to and refuting the opposition’s case. It’s one of the most important skills in debating because it shows the adjudicator that you can engage critically with other perspectives and draw effective comparisons between your own case, and that of your opposition.

Effective rebuttal involves actively listening to what the other team says, identifying the weaknesses in their reasoning, and explaining clearly why their arguments don’t hold up or aren’t relevant to the debate. It’s not about attacking the other team personally – instead, it’s about dismantling their ideas and showing why your case is comparatively stronger.

Effective Strategies

There are several approaches to effective rebuttal. You can consider an argument they have raised, and explain why it isn’t relevant to this particular debate. You can attack the logic of an argument by pointing out flaws in the opponent’s reasoning or gaps in their cause-and-effect chain. You can also accept part of their argument but explain why it doesn’t actually support their side – for example, acknowledging that a policy might have some costs but arguing that the benefits still outweigh them. The best debaters anticipate what the opposition will argue, and prepare their own case to be responsive to those ideas.

Often, near the end of prep time, having one team member play “devil’s advocate” and brainstorm likely opposition arguments can help you develop pre-emptive rebuttals that strengthen your case.

Common Mistakes to Avoid

One of the most common mistakes in rebuttal is simply restating your own arguments without actually engaging with what the opposition has said. Debates are all about comparisons, and adjudicators want to see a direct clash – you need to specifically address the other team’s points, explain why they’re wrong and explain why you’re right.

Another mistake is getting too emotional or personal; attacking your opponents rather than their ideas can be upsetting for others, and only makes you look defensive and lose credibility with the adjudicator.

It’s also important not to spend too long on minor points or just the examples raised at the expense of addressing the opposition’s strongest arguments. Speaking time is limited in a debate, and you should focus your rebuttal on the issues that matter most to the outcome of the debate.

Critical Thinking Under Pressure

Developing strong rebuttal skills requires quick thinking and the ability to respond to arguments you haven’t heard before. This can be challenging, especially in the adrenaline-filled environment of a live debate. Smaller class environments give students more opportunities to practice rebuttal in a supportive setting, receive personalised feedback, and build the confidence to think on their feet. Discover how small class sizes help students improve their debating skills.

How Should You Structure a Debate Speech?

First Affirmative

The first affirmative speaker has one of the most important jobs in the debate: setting up the entire discussion.

They begin by introducing the topic (often by providing an emotive introduction to the context the debate is occurring in, often called a “characterisation”) and defining any key terms that need clarification, ensuring everyone in the room understands exactly what’s being debated. In policy debates, this definition often also involves explaining the “model” – the specific plan or change that their team is proposing.

After establishing these foundations, they outline the team split (explaining which arguments each speaker will cover – often called “signposting”) and then deliver their substantive arguments.

Because the first affirmative speaker presents before hearing any opposition, their speech is entirely prepared during prep time, which means they can focus on delivering it confidently and clearly.

A strong first affirmative sets the tone for the entire debate and makes the adjudicator’s job easier by providing a clear framework for the discussion. Learn more about how debates are structured in our guide on how debating works and why it’s important for kids, or further develop your skills in real situations through practice debates.

First Negative

The first negative speaker responds directly to the affirmative’s case while also establishing their own team’s position.

After introducing their characterisation of the debate, the first negative then presents the negative team’s position on the issue – in policy debates, this might involve defending the status quo or proposing an alternative approach called a “countermodel”. Like the first affirmative, they outline their team split and deliver their main arguments.

However, unlike the first affirmative, the first negative also has an opportunity to begin rebutting the affirmative’s points, though given the limited time they have available, some of this burden will fall to later speakers as well. Balancing the need to establish their own case while responding to the affirmative requires careful time management and clear prioritisation.

Second Speakers

The second speakers on both teams carry a dual responsibility: extending their team’s case with additional arguments while also delivering substantial rebuttals against the opposition. They need to actively listen to the previous speeches and respond directly to the other side’s points – both attacking the opposition’s arguments and defending their own first speaker from any challenges raised.

This makes the second speaker role one of the most dynamic in the debate, requiring quick thinking and adaptability. Second speakers should avoid simply repeating what their first speaker said; instead, they should build on those foundations with new material that strengthens the team’s overall case. Effective second speakers also prioritise their rebuttal, focusing on the opposition’s strongest arguments rather than getting bogged down in minor points.

For strategies on developing strong rebuttal skills, check out our tips and tricks for winning every argument.

Third Speakers

The third speaker’s role is fundamentally different from the first two: they are not supposed to introduce any new substantive arguments. Instead, their job is to summarise the debate, deliver final rebuttals, and crystallise why their team has won on the issues that matter most.

A strong third speaker identifies the key clashes in the debate – the main points of disagreement between the two teams – and explains how their side has come out ahead on each one. They weave together all the arguments that have been made across the debate by both teams, showing how they connect and why they lead to their team’s conclusion. Third speakers also address any final attacks on their team’s case that haven’t yet been responded to.

Because much of their speech depends on what happens during the debate, third speakers need excellent note-taking skills and the ability to organise their thoughts quickly under pressure.

Reply Speeches

In some Australian school competitions and international formats like World Schools (but not in others, like the NSW Premier’s Debating Challenge), the debate concludes with reply speeches – shorter summary speeches delivered in reverse order (negative first, then affirmative).

Reply speeches are typically given by either the first or second speaker from each team, not the third speaker. The purpose of the reply is to step back from the detail of individual arguments and offer a “big picture” summary of the debate. Reply speakers should identify the two or three most important issues in the debate and explain, from their team’s perspective, why they have won on those issues.

Unlike other speeches, replies should not introduce new arguments or new rebuttal – they are purely about summarising and framing what has already been said. A compelling reply speech can leave a lasting impression on the adjudicator right before they make their decision, so it’s worth investing time in mastering this skill. Our blog on five ways to improve at debating covers practical strategies for developing all aspects of your debating ability.

What Is Manner and Why Does It Matter in Debating?

Does speaking manner matter?

This is a simple question with a complex answer.

Depending on the competition, adjudicators may be technically required to consider speaking manner, but for most competitions in Australia (and especially those predominantly judged by those on the university debating circuit), matter and method are generally much more important.

So why does manner matter? A few reasons.

Firstly, whilst most adjudicators won’t explicitly take speaking manner into account, they will unconsciously do so. Humans are hard-wired to follow charismatic people, and adjudicators are no different – they want to agree with the team they found more persuasive.

Secondly, having an effective speaking manner will give you more time and brain space in a debate to concentrate on your arguments. If you speak fluently without verbal crutches, you have more time to present your arguments. Similarly, if you’re confident in your speaking manner, and aren’t thinking about it constantly, you’ve got more capacity to think about the arguments you’re actually presenting. This will indirectly make your presentation more effective.

Thirdly, one of the life skills that debating teaches is communication skills, and a huge part of that is an effective speaking manner. By ignoring it completely, you’re missing out on such an important skill that you would be much better off developing.

So with that in mind, let’s power on!

Understanding Physical Manner

Physical manner refers to how you use your body while presenting, and it can have a huge impact on your persuasiveness, regardless of how strong your arguments are.

The key elements include eye contact (actually looking at everyone in the room, not just the wall or one specific person), good posture (feet planted shoulder-width apart, weight evenly distributed, shoulders back, head up), natural hand gestures, and sometimes movement around the space.

When you stand with a strong, confident stance, you signal to the adjudicator that you believe in what you’re saying. On the flip side, poor physical manner – slouching, fidgeting, avoiding eye contact – can make even excellent arguments seem uncertain or unconvincing.

The goal isn’t perfection, but awareness: understanding how you naturally stand and move, and then making small adjustments that project confidence and help you connect with your audience.

The Power of Hand Gestures

Everyone uses their hands when they talk in normal conversation – it would actually look strange if we kept them glued to our sides. The same applies in debating, but with one important difference: in a debate, you don’t have time to think through your gestures, so you need a repertoire of natural movements ready to deploy, such as:

• Counting gestures help when you’re numbering your arguments (“my first point is…”).
• Gesturing towards the audience or the other team (always with an open hand, never pointing or aggressive gestures) draws attention and creates connection.
• Emphasis gestures – like a clenched fist or raised hands – signal that a point is particularly important.
• Weighing gestures, where you hold one idea in your right hand and another in your left, are especially useful when comparing the two sides of a debate.

You can even use gestures to convey emotion – clenched fists for passion, raised shoulders for uncertainty, or a fist pump for excitement. Whatever feels natural will usually work well – the key is that your gestures have purpose and help illustrate your meaning.

Using Notes Effectively

How you handle your notes can significantly impact your physical manner.

For younger debaters using palm cards, the key is to hold them in one hand (usually the hand you don’t write with) between your thumb and forefinger, with the top of the card at chin level so you can easily look above it and maintain eye contact. When changing cards, use your other hand to move the top card to the back of the pile.

For older debaters using paper at a table, lay your pages out so you can see everything – some people group sections together (introduction, rebuttal, first argument, second argument), while others prefer a pile system like palm cards. Write large enough that you don’t need to lean forward to read, which helps you maintain a strong stance and keep your head up. The table is there to hold your paper, nothing more – the only times you should lean forward are to move your paper or, occasionally, to emphasise a point.

If you’re using a lectern, remember that while it holds your papers higher, it can also block connection with the adjudicator and presents a temptation to lean – resist it!

Mastering Verbal Manner

Verbal manner is about how you use your voice, and it’s just as important as what you do with your body. The main elements are tone (varied throughout your speech, using emotion appropriately), volume (loud enough for everyone to hear, but varied for effect), speed (not too fast or too slow, with variation to maintain interest), and pauses (used frequently at the right moments for emphasis).

One of the biggest traps for nervous speakers is verbal crutches – filler words like “um,” “like,” or “you know” – which can make you sound uncertain, distract from your content and use up valuable speaking time. Remember: silence is golden. A well-timed pause is far more powerful than a string of filler words, giving your audience time to absorb what you’ve said and signalling that something important is coming next.

Practising these elements separately, then bringing them together, helps build the kind of varied and engaging delivery that keeps adjudicators listening. If you are interested in helping others develop these skills, consider working with Speaking Schools Australasia.

Pitch, Emotion and Emphasis

Your pitch – or tone of voice – can be separated into two key ideas: the emotion in your voice and the emphasis you place on words.

The emotion element is about conveying how you feel about what you’re saying: passion, concern, excitement, or determination. We all experience these emotions naturally, and the skill is in channelling them authentically during your speech, such as in in-school public speaking programs.

Emphasis is about which words you stress in a sentence, which changes its meaning entirely. Consider the sentence “I didn’t steal the cookie from the cookie jar” – emphasising “I” suggests someone else did it; emphasising “didn’t” insists on your innocence; emphasising “steal” implies you borrowed rather than stole; emphasising “the cookie” suggests you took something else.

Being deliberate about which words you emphasise helps ensure your audience takes away exactly the meaning you intend.

Using Manner Strategically

Beyond simply presenting confidently, experienced debaters use manner strategically to gain an advantage.

One powerful technique is creating contrast with the speaker before you.

If the previous speaker seemed angry or flustered, presenting yourself as calm and reasonable can undermine their position. If they seemed dull or methodical, adding passion to your speech makes it sound like you genuinely care about the issue. If they spoke too quickly, taking deliberate pauses ensures the adjudicator follows your key ideas closely.

You should also vary your manner throughout your own speech depending on what you’re presenting. Logical, analytical sections work best delivered in a calm, methodical way, while illustrative sections – explaining problems, impacts, or real-world examples – benefit from emotion and passion.

The way you appear to feel about what you’re saying can sometimes leave a more lasting impact than the words themselves, so use this to your advantage. For more on developing a persuasive delivery style, explore our tips for giving an incredible speech.

What Are Common Debate Topics and How Should You Approach Them?

Understanding Topic Areas

Debate topics are typically grouped into broad topic areas, which helps ensure students debate a variety of subjects over the course of a competition. The most common topic areas you’ll encounter include Education, Environment, Politics, Law and Order, International Relations, Social Issues, Feminism, Economics, Sport, and various others.

Understanding these categories is incredibly useful because it allows you to build up your general knowledge systematically – when you come across an interesting fact related to any of these areas, you can file it away mentally for future debates. Many experienced debaters keep a “matter file” where they record useful information under each topic area heading, creating a personal arsenal of knowledge they can draw upon during prep time.

For a comprehensive list of topics organised by category, explore our 100 high-quality debating topics for kids.

Policy vs Value Debates

One of the first things to determine when you receive a topic is whether it’s a policy debate or a value debate, as this fundamentally changes how you approach it.

As noted above, policy debates ask you to change the world in some way – they’re typically phrased as “That we should…” or “This house would…” and require the affirmative team to propose a specific plan (called a “model”) for implementing the change. The debate then focuses on whether this implementation would make the world a better place.

Value debates (also called empirical or non-policy debates), on the other hand, ask you to make a judgment about something that already exists – topics like “books are better than movies” or “celebrities are poor role models.” In value debates, you’re not proposing a change but rather proving that a statement is comparatively true or false.

It’s also worth remembering that there are other topic types – such as “Support” motions, which ask the affirmative whether they support a world where a change has been made (but cut out the model for achieving it), or “Regret” motions, where the teams discuss whether something that happened in the past was a good or a bad thing. These will have their own impacts on how one approaches the debate.

Always do a quick check when you receive your topic to identify which type you’re dealing with, as this will shape your entire approach.

Education Debates

Education is often students’ and chief adjudicators’ favourite topic area because they have the most direct experience with it – being students themselves, they already know a lot about how schools work!

Education debates can cover everything from school curriculum, teachers’ pay, uniforms, homework and assignments through to broader questions about how the education system is organised at the governmental level.

When approaching education topics, it helps to break them down into sub-categories such as school rules and policies, curriculum and assessment, teacher and staffing issues, student welfare, and access to education (including university versus trade schools).

The arts unit plays a significant role in supporting debating and creative teaching within schools, contributing to educational programs that enhance arts education for both teachers and students.

The main stakeholders in education debates are typically students, teachers, and parents – but remember that these groups aren’t homogeneous. Breaking down stakeholders further (for example, distinguishing between students with learning difficulties and high-achieving students, or between full-time and part-time teachers) makes your arguments more specific and persuasive.

Learn more strategies in our dedicated guide to education debate topics.

Social Issues

Topics related to social issues can be among the most nuanced to debate, as they often involve deeply held values and require careful consideration of different perspectives.

For example, in feminism debates, it’s important to understand the distinction between formal equality (where the same rules apply to everyone) and substantive equity (where systems are designed to address past discrimination and accommodate different needs). You’ll also encounter debates about whether the feminist movement should be “broad” (inclusive of many issues and perspectives) or “narrow” (focused on specific core objectives).

Social issues more broadly might include topics about healthcare, welfare, housing, or criminal justice. The key to success in these debates is making nuanced arguments that acknowledge complexity rather than oversimplifying – consider how policies affect different subgroups within stakeholder categories, and engage thoughtfully with the underlying values at stake.

For a deeper dive into handling complex topics, see our guide on mastering feminism debates.

International Relations

International relations topics deal with how countries interact with each other – covering areas like foreign aid, immigration, trade, diplomacy, and international organisations. You might debate whether foreign aid should be tied to human rights targets, whether countries should accept climate refugees, or whether there should be a permanent host city for the Olympics.

These debates often require you to weigh national interests against global cooperation and to consider how policies affect both domestic populations and people in other countries.

Law & Order

Law and order topics, meanwhile, focus on the justice system, crime, policing, and rights. Topics could include whether employers should access criminal records, how the justice system should treat young offenders, or what the appropriate balance is between security and civil liberties.

Understanding the goals of the legal system – deterrence, rehabilitation, public safety, and justice – helps you construct more sophisticated arguments.

Building Your Knowledge Base

The more you know about these topic areas, the more ideas you’ll be able to generate during prep time.

The key to building your general knowledge is engaging with news and current affairs from the perspective of a debater. When you read or watch the news, ask yourself: “How might this be useful in a future debate? What’s the most interesting part of this story? If I could change something about this issue, what would I do?“

Many adjudicators get their topic ideas directly from current events – for instance, if the Federal Budget has just been announced with significant changes to disability funding, you might see a debate about NDIS policy. By staying informed about what’s happening in each topic area, you’ll be better prepared for whatever topic comes your way.

Remember, it’s not strictly necessary to have encyclopaedic knowledge to win a debate – logic and reasoning matter more – but having relevant facts and examples at your fingertips makes it much harder for the opposition to refute your arguments.

Discover strategies for systematically building your knowledge in our guide on how to strengthen your general knowledge to win more debates.

For students seeking to deepen their understanding, detailed information is sometimes also available through downloadable guides or official resources that provide comprehensive explanations of debating topics.

How Can You Get Involved in Your School’s Debating Team?

Finding Out What’s Available at Your School

Getting involved in debating at school is a scary but exciting step toward becoming a debater – and the benefits are well worth it, from boosting your confidence and critical thinking skills to improving your public speaking and teamwork abilities.

The first thing to do is find out what debating opportunities exist at your school. Some schools have very well-established debating programs with multiple teams competing in interschool competitions throughout the year. Other schools may only run debating at certain times, perhaps as part of an enrichment program or during a specific term. And some schools may not have a formal debating program at all – but that doesn’t mean you can’t get involved! A lot of schools can participate in competitions as long as there are interested students, so we recommend talking to your teachers and letting them know you’re keen to give debating a try.

For more detailed advice, check out our full guide on how to get involved in your school’s debating team.

Preparing for Debating Trials

If your school is a big debating school, your number one priority may be securing a spot on the team. While there are usually many students interested in joining, often there are only four or five spaces available per team.

If you’re keen to try out, the first thing you should do is ask about when your school holds their debating trials. The second step is to prepare. Just like people practice soccer or netball at home before team selection, you can do the same for debating.

Luckily, debating isn’t too hard to practice by yourself if you know the right tips. You can access free online resources like the Speaking Schools Australasia YouTube channel, which features the “Conquering Debating” and “Debater Explainer” video series, where expert coaches break down important debating concepts.

You can also build your skills through beginner-level debating programs, which give you a head start on your peers by introducing you to the fundamentals of teamwork, case development, argument structure and rebuttal.

Making the Most of Trial Day

Trials can seem intimidating, but our top tip for students who are nervous is simple: don’t worry too much and just give it a go! Participating in the trials is itself a great way to gain experience in debating, even if you don’t end up making the team.

Show up on time and try to feel as confident as possible – take a nice, deep, clarifying breath and trust that the people in the room are there to listen to you. Remember that everyone in the room was once a beginner too, and the teachers running trials are looking for potential, not perfection. If you’ve done some preparation beforehand, whether through online resources, debating courses, or practice at home, you’ll feel much more comfortable when it’s your turn to speak.

Other Ways to Get Involved

Even if you don’t make the debating team on your first try, there are plenty of other ways to stay involved and keep developing your skills. Many schools welcome students as audience members, chairpersons, or timekeepers at debates – these roles give you valuable exposure to how debates work and help you learn by watching others. You can also look for debating opportunities outside of school, such as participating in structured competitions run by organisations like the Queensland Debating Union (QDU) or Debating SA, which offer students the chance to compete and develop their skills beyond the classroom.

Additionally, SSA programs like Debating Wallabies (for Years 3-4), Debating Hummingbirds, Debating Hawks, Debating Parrots (for Years 5-7), and Debating Pandas, Debating Club and Practice Debates (for High School students) offer students the chance to practice regularly and receive feedback from experienced coaches.

Some schools may only participate in one or two debates per term, which can be too slow a pace to see significant improvement. Supplementing with external programs helps you get more practice under your belt and builds the skills you need to make the team next time.

Building Your Skills for Next Time

If you’re determined to make the debating team, the best thing you can do is keep practising and learning. Watch debates whenever you can – whether at your school, online, or at competitions – and pay attention to what makes the best speakers effective. Build up your general knowledge by following current events and reading widely, since strong debaters can draw on a broad understanding of the world when constructing their arguments. Ask for feedback from teachers, coaches, or adjudicators after every debate you participate in, and actively work on the areas they identify.

Most importantly, don’t be discouraged by setbacks. Many successful debaters didn’t make the team on their first attempt, but their persistence and dedication to improvement eventually paid off. The skills you develop through debating – critical thinking, clear communication, teamwork, and the ability to think on your feet – will serve you well throughout your life, regardless of whether you end up competing at school or not.

Explore our five ways to improve at debating for more strategies to take your skills to the next level.

Services We Offer to Help Your Child Become a Confident Debater

Every young debater is different, which is why we’ve designed programs that meet students wherever they are in their journey.

Getting Started

For students who are new to debating, our beginner classes offer a friendly introduction to the fundamentals. We cover all the essentials – how to structure a case, develop arguments, and respond to the other side – all in small class environments where every student gets a chance to speak and receive personalised feedback from experienced coaches.

Building Skills

As students grow more confident, our intermediate and advanced courses tackle the trickier aspects of debating: developing a cohesive team strategy, meeting your burdens as a speaker, and engaging effectively with sophisticated opposition arguments. These programs include regular practice debates so students can apply what they’re learning in a supportive setting.

Personalised Support

We also offer private coaching for students who want tailored, one-on-one sessions. This might be ideal if your child is preparing for school team trials, working on a specific aspect of their speaking, or simply wants focused attention to build their confidence.

Programs for Schools

For schools looking to strengthen their debating offerings, we provide customised in-school workshops that can be adapted for students of all ages and experience levels. Our team has run everything from introductory seminars to year-long coaching programs, and we’re always happy to work with teachers to design something that fits.

Holiday Intensives

Our holiday programs are perfect for students who want to fast-track their skills over a few focused days – great preparation before the school debating season kicks off!

What Are the Most Frequently Asked Questions About Debating?

“Will my child actually enjoy it?”

This is probably the question we hear most often – and understandably so! Standing up and arguing in front of others sounds intimidating. But the reality is that the vast majority of students who try debating find it far more fun than they expected. Our surveys consistently show that kids love the challenge, the teamwork, and the buzz of learning skills they can actually use in real life. See how students really feel about debating.

“What’s the point beyond school?”

The skills students pick up through debating – thinking critically, communicating clearly, staying calm under pressure, working in a team – are exactly what employers look for. Debating teaches kids to see issues from different angles, build logical arguments on the spot, and explain complex ideas in ways that make sense to others. These are capabilities that pay off in job interviews, university tutorials, workplace presentations, and everyday conversations long after school is finished. Discover how debating builds essential skills for life.

“How can I support my child at home?”

You don’t need to be a debating expert! The most helpful things you can do are pretty simple: encourage your child to engage with news and current events, have conversations about interesting topics over dinner, and create a home where it’s okay to express opinions and have them respectfully challenged. Showing genuine interest in what they’re learning – and celebrating their efforts regardless of whether they win or lose – goes a long way. Learn more about how to get your child involved in school debating.

Ready to Help Your Child Excel in Debating?

Debating builds confidence, sharpens thinking, and develops communication skills that will serve your child well throughout their life – at school, at university, in their career, and beyond.

Whether your child is a complete beginner curious to try something new, or an experienced debater looking to level up, we’d love to help them reach their potential in a supportive and welcoming environment.

The acquisition of general knowledge is an important aspect of growing up. The things kids learn about the world can help them to engage in it in a more meaningful way. For us, building tomorrow’s well-rounded humans is all about fostering the confidence to have curiosity and think critically about world issues. 

How Do Debating and Public Speaking Help?

Debating and public speaking are both wonderful platforms for building these skills, as they ask kids to think deeply about their views of the world and to present these in an engaging way to their audience.

Investigating a Current Affairs Topic in Debating

Both Debating and Public Speaking often require students to investigate and analyse a topic from the real world. When debating, the students will discover the topic 1 hour (or some other pre-disclosed window of time) prior to the debate. Within this ‘prep time’, debaters are required to brainstorm and come up with arguments for or against that topic.

For example, on the topic, “That exams should be replaced with assessment tasks,” students might come up with ideas about the impact exams have on mental health, the way that grades affect students’ career paths, and more. They may also draw upon things they have heard in the news, such as the fact that more and more universities are offering early entry before the HSC exam period. 

Receiving the topic in this manner, and needing to come up with ideas quickly without access to the internet, is amazing for the development of critical thinking skills.

Investigating a Topic in Public Speaking

Public speaking is often a very personalised experience. Many students receive a prompt or brief to meet and are free to select their own topic to talk about. One of the wonderful things about public speaking is that the process of selecting a topic often encourages introspection from kids about what really matters to them, and what they find interesting in the real world.

We encourage students to find a topic they are really passionate about. The speech becomes a wonderful platform for critically thinking about an issue that impacts their own life or the lives of those around them. Whether the speech is written to entertain, inform, or persuade, a lot of students become inspired to discover interesting facts about their topic through deeper research.

The knowledge building habits that can help kids improve at debating and public speaking

We know that general knowledge is intertwined with both debating and public speaking and is often the ‘x-factor’ that can make kids stand out in competitions. So how can kids improve their general knowledge?

1. Listen to and discuss the news

Make a habit of tuning in to a kid’s news (or adult news) program at least once per week! Try having conversations about what is happening in the world by asking questions. “How do you feel about ‘x’?” and, “What was the most interesting thing you saw on the news today?”

2. Keep a general knowledge book

Grab an exercise book, and create some headings under which to collect some general knowledge. Some good headings include:

• Environment
• Law and Order
• Politics
• Sports
• Education
• Social Justice
• Science and Technology
• General / Miscellaneous

Whenever you hear something interesting, such as a fact or statistic that will be relevant for a long time, write it down in the general knowledge book! You will be surprised how fun it can be to collect knowledge in this way.

3. Get some advice from a passionate coach

Sometimes it can be wonderful to learn from those who have already done debating and public speaking. By joining a public speaking or debating course, you can chat with a passionate coach about which ideas and arguments from the real world would be well-suited to your speech.

General knowledge acquisition is a huge part of debating and public speaking, and a great reason to become involved in these activities. The critical thinkers of tomorrow all start from somewhere, so try out one of our general knowledge acquisition tips today!

Debates are a great way to teach students critical thinking and public speaking skills, while also helping them engage with current events. However, it can be challenging to find topics that are appropriate for young debaters. To help out, here are some kid-friendly debate topics that are both informative and engaging, collected and developed by the SSA team!

Looking for some engaging public speaking topics? Check out our blog on speech topics here!

Types of Debating Topics

Debating topics for kids can be classified into two main groups: policy debates and non-policy debates (which are often referred to as ‘empirical’ debates).

There are other types of topics – such as actor debates – but these are the two main types most students are exposed to! 

Policy Debates

These types of debate topics involve discussing a proposed policy, action or law. Examples include whether the government should increase taxes to fund public education, or if the minimum wage should be increased for all workers.

How to spot a policy debate topic

When a debate topic is written as “That we should…” or “This house would…”, it is usually a policy debate!

There are some instances where it may not include the word ‘should’ (or ‘would’), and there are also times when topics that include those words could also be non-policy topics – it’s important to do a quick sanity check whenever you receive a debate topic to ensure that it’s asking you to change the world in some way (more details on that below!).

What is unique about a policy debate?

In policy debates, the affirmative team proposes a change to the world through a specific plan (also known as a ‘model’). If you’re interested in learning more about how models work, you can learn plenty in the below Conquering Debating video:

It’s important to remember that, in these types of debates, the debate topic implies that the affirmative (who are usually representing the government implementing some sort of policy) have the political capital (the money, time, and resources necessary) to execute their plan. The debate should be focused on whether or not the implementation of this policy would make the world a better place.

Non-Policy (‘Empirical’) Debates

These types of debate topics involve making a value judgment about the world by examining facts and evidence to draw conclusions. Unlike policy debate topics, they don’t ask the affirmative to change the world in any way – instead, they ask the affirmative team to prove (comparatively) that the value statement in the topic is true, whilst the negative team attempts to prove (again comparatively) the opposite. 

Examples include determining whether books are better than movies, or whether the country is better than the city. 

The point of a non-policy debate is not to design a model or plan to change the world but to examine something that already exists and persuade the adjudicator whether the statement made in the debate topic is true or not.

Given the added complexity of these debate topics, they are more often used at a university level than at a school level (but definitely feature in many school competitions at least a few times a year). 

How to spot empirical debate topics

Empirical debates will always be phrased as a statement that could be proved true or false, and tend to include the word ‘is’ or ‘are’ (although, like policy topics, this isn’t always the case), such as ‘celebrities are poor role models,’ or ‘water is the best drink’ (these are both examples of a sub-type of topic called ‘value’ topics). 

Other times, they will be written as ‘That x is better than y’ (e.g. ‘that nuclear power is better than renewable energy,’ or ‘that dogs are better than cats’) – these are a different sub-type called ‘comparative’ topics, as whilst they do involve a value judgment, it is very clear which two things you’re comparing. 

Additionally, some non-policy topics in international competitions or different debating formats are written as ‘this house believes…’, ‘this house supports…’ or ‘this house regrets…’ – it is unlikely most students will be exposed to this wording, but it’s good to be aware of its existence! 

Debating Topic Areas

Debating topics for kids can also be grouped according to their Topic Area. Topic areas are used in debating to ensure that students debate lots of different subjects over the course of a competition.

We hope you enjoy this updated list of debating topics for kids in 2025, which we have grouped by topic area!

Education Debating Topics for Kids 2025

• That all exams should be replaced with assessment tasks.
• That homework should be banned.
• That electronic devices should be banned in the classroom.
• That computer skills should be assessed by standardised testing.
• That coaching colleges (e.g. Speaking Schools Australasia) should be banned.
• That single-sex schools should be banned.
• That private schools should not receive government funding.
• That school uniforms should be banned.
• That school classes should be grouped based on ability rather than age.
• That all examinations should be made open-book.
• That devices at school do more harm than good.
• That university education should be free.
• That religion should not be taught in schools.
• That from Year 10 onwards, the education system should be divided into an academic stream and a vocational stream (e.g. hairdressing and plumbing).
• That parents should financially reward their children for improving personal school results.
• That all university students receiving professional degrees (e.g. medicine, law, veterinary studies) should be required to work in a rural area for 2 years after graduation.
• That we should abolish the ATAR and all other student rankings.
• That school should start later to take into account adolescent sleeping patterns.

Environment Debating Topics for Kids 2025

• That we should ban single-use plastics.
• That cars should be banned in the CBD (central business district).
• That public transport should be free.
• That we should introduce a carbon tax.
• That nuclear energy is the best way to combat climate change.
• That wind turbines should be banned in national parks.
• That air travel should be taxed more heavily.
• That international trade agreements should be based on environmental considerations.
• That genetically modified food should be banned.
• That all public buildings must meet environmental standards.
• That countries should be required to accept climate refugees proportionate to the amount of carbon they emit.
• That tourism should be banned in national parks.
• That we should ban people from building new properties in areas with high risk of natural disasters.

Politics Debating Topics for Kids 2025

• That candidates for political office should have to pass a competency test.
• That we should introduce term limits for politicians.
• That the voting age should be lowered to 16.
• That there should be a quota for Indigenous representatives in parliament.
• That there should be a 50% quota for women in parliament.
• That voting should not be compulsory.
• That there should be a universal basic income.
• That the media should not report on the private lives of politicians.
• That the government should have a quota of young politicians (under 30).
• That politicians and their families should be required to use public services (e.g. public schools and public hospitals)

Economics Debating Topics for Kids 2025

• That there should be a universal basic income.
• That we should allow emergency workers to strike.
• That we should lower the minimum working age.
• That all year 11 and 12 students should be required to complete a volunteer position or a part-time job alongside their studies.
• That stay-at-home parents should be paid a wage by the government.
• That employers should be required to provide an equal amount of maternity and paternity leave.
• That there should be a quota for women on corporate boards.
• That the government should impose lower tax levels on people who live a healthy lifestyle (e.g. regularly exercising, not smoking, not drinking).

Health Debating Topics for Kids 2025

• That all citizens should have access to free healthcare.
• That terminally ill patients should be allowed to trial experimental treatments before they have been approved by medical authorities.
• That employees should be entitled to annual mental health leave in addition to existing sick leave and annual leave allowances.
• That we should introduce a sugar tax.
• That smoking should be banned.
• That vaping should be banned.
• That private healthcare should be banned
• That all employers should be required to provide their workers with access to free exercise facilities.
• That the government should establish and fund a separate healthcare system run exclusively by and for indigenous people.
• That all Australians should have access to free dental care.
• That doctors should be required to prescribe generic medications before more expensive brand-name medications.
• That all school canteen menus should be set by government health experts.

Sport Debating Topics for Kids 2025

• That contact sports should be banned for children under 16.
• That we should legalise performance-enhancing drugs in international sports.
• That we should ban alcohol advertising in sports.
• That female and male sporting leagues should receive equal government support.
• That we should ban specialised sports high schools.
• That playing a team sport should be compulsory in Primary School years.
• That the captains of national sporting teams should be elected by the community.
• That sporting stars are paid too much.

Law & Order Debating Topics for Kids 2025

• That school punishments should be decided by a group of senior students and teachers.
• That we should suspend students that fail to report bullying.
• That parents should be held responsible for the crimes of their children.
• That poverty should be a defence against crimes of acquisition (such as theft and fraud).
• That we should decriminalise vandalism.
• That we should increase the use of restorative justice rather than punitive punishment for certain crimes.
• That police should be required to wear body cameras while on duty.
• That all police officers should have a minimum level of education (e.g. a degree).
• That there should be an independent review board to investigate allegations of police brutality or misconduct.
• That all incarcerated individuals should have the right to vote.

Media Debating Topics for Kids 2025

• That news outlets should be required to provide balanced coverage of all political candidates in the lead-up to elections.
• That the government should introduce stricter regulations on advertising targeting children.
• That all social media platforms should have an age limit for use (e.g. 16 or 18).
• That television channels should be allowed to broadcast shows that contain violence, as long as they are classified correctly.
• That all major news outlets should be required to provide accurate and unbiased coverage of major events.
• That the government should increase funding for public broadcasting networks.
• That streaming services should have the same content regulations as television channels (e.g. no explicit content).
• That media organisations should have to disclose all sources of their funding.
• That news outlets should be required to provide more diverse representations of minorities in the media.
• That social media companies should be held accountable for regulating hate speech on their platforms.
• That parents should have the ability to preview or restrict content their children can access online.
• That we should introduce a tax on streaming services to fund local content production.

International Relations Debating Topics for Kids 2025

• That we should ban tourism to states with poor human rights records.
• That voluntourism (the act of volunteering in a foreign nation as a tourist activity) should be banned.
• That the Olympics should not be hosted by developing nations.
• That all students should be required to study a foreign language in school.
• That foreign aid should be tied to human rights targets.
• That all asylum seekers to Australia should be processed in Australia.
• That international sporting events should be depoliticised.
• That countries should be allowed to pay other nations to take refugees and asylum seekers on their behalf.
• That developing nations should be exempt from international carbon emission targets.
• That there should be one permanent host city for the Olympics.

We hope you’ve found this resource useful for practising your debating skills or even hosting your very own debate! 

If you’re ever wondering what topic to set for your next debate, make sure to check out our updated list of debating topics especially written for kids. 

Good luck and happy debating!

Debating is an increasingly popular activity for school-aged children. In Australia, many schools join competitions where students can debate each other or host their own internal debates. A lot of students can find their first debate to be incredibly exciting but also intimidating. That’s because debating is a very unique activity with lots of new rules and concepts to understand.

Once kids get across all of these new rules and experience their first debate, their next question can often be, “How can I improve for the next one?”. At Speaking Schools Australasia, we believe in learning by doing. Simply being involved in debating and having a go can help to bring loads of improvement on its own. However, it can be really helpful to know some specific things you can do to improve as a debater. That’s why we’ve rounded up our top 5 ways to improve at debating.

1. Build up your general knowledge

In a debate, you get given a topic just one hour (and often even less) before it’s time to deliver your speech! The topic can be about anything and often falls into a broader topic area such as education, politics, sport, environment, or general knowledge. Therefore, knowing more about these general areas can be the best way to improve as a debater! We recommend keeping an eye on current news pieces and collecting interesting facts in a scrapbook or a document under these headings.

Some good sources of news for kids include: 

https://www.kidsnews.com.au/news

https://www.squizkids.com.au/

2. Learn a strategy for prep time

We’ve spoken about the fact that debating requires you to prepare your speech in a short period of time after receiving the topic. This is called ‘prep time. It’s where all three (or four) teammates will come together to work out their plans for the debate and write their speeches. Improving your strategy for prep time is one of the easiest ways to become a better debater! 

Get together with your team and decide how long you will spend brainstorming ideas, sharing your thoughts and writing your points. Our top tip is to bring a stopwatch so you can keep an eye on your time management as a team!

3. Get involved in some practice debates!

Learning by doing is the best way to improve as a debater.

At SSA, a huge part of what we do is facilitate debating competitions and workshops that can offer an opportunity for students to get some more debating practice under their belt. Some schools may only participate in one or two debates per term, which can be too slow a pace to see any large improvement in your skills.

We recommend practising regularly and asking for lots of feedback from your coach, your adjudicator or your teacher after each debate – programs like Debating Pelicans, Debating Hawks, Experienced Debating and Practice Debates can really help get some extra experience in!

4. Work on your structure

If you have all the right ideas for the debate, the next most important thing is to learn how to get them across to the adjudicator.

The structure of your speech can play a huge role in this. Just like a narrative, debating speeches should have a clear introduction, body, and conclusion. However, there are some special structures relevant to debating specifically that you should also learn. 

One such structure is ‘CMI: Characterisation/Context, Mechanism, Impacts’.  You can learn more about the CMI structure using our free video tutorial link!

5. Watch some useful videos online

Improving as a debater is a lot easier when you can learn from somebody who has been working on their skills for years!

Luckily, the internet is full of useful resources you can look at to see how other people approach debating and what the top tips are. Try the Speaking Schools Australasia Youtube Channel, where we have uploaded tonnes of free resources about debating and public speaking.

You can learn about your specific speaker role, how to do rebuttals, and much more just by spending some time on the SSA YouTube! 

Following these five steps to improve as a debater can lead to a huge boost in your skills! If you are passionate about debating and want to continue to improve, come along and join us at one of our online or in-person programs, where our expert coaches can help to build you into a confident debater.

Why do students love debating and public speaking so much?

Though some may see debating and public speaking as nerve-wracking experiences, many students love participating in these activities. In fact, there are many advantages to debate and public speaking for students. By encouraging participation in these activities, through enrolling in a course or a school program, parents and educators can help students develop important skills that will last a lifetime.

The surprising truth we learn from student feedback

At Speaking Schools Australasia, we work with thousands of students each year across various debating and public-speaking courses. With a strong focus on having fun and learning practical skills, we often see a lot of smiling faces in our programs. We run an in-depth survey with students who attend our programs. The resultant student feedback is a ‘guiding light’ for the many improvements we are constantly making to each unique program. The results we get are overwhelmingly positive and shed light on the much-asked question: why do students love debating and public speaking so much?

If you, like many other parents we work with, grew up without learning public speaking skills in a fun and encouraging environment, the answers might surprise you.

What are the benefits of engaging in debating and public speaking?

Confidence Boosting

Many students lack confidence, especially in front of large groups of people. Participating in a course about debate or public speaking can help students overcome this hurdle by gradually building up their confidence over time. Through real-life experience, they’ll learn how to project their voices, make eye contact, and speak with conviction—all important skills for success in school, university, and the workplace context.

Thinking On Your Feet

When you’re in a debate, you can’t always take lots of time to consult your notes or think about your next argument—you have to be able to think on your feet and come up with a response on the spot. This is an extremely valuable skill that will come in handy in all aspects of life, from job interviews to difficult conversations with friends or family members. While the search for an argument or point on the spot can be difficult at times, it strengthens our ability to deliver arguments that contradict the other side of an issue at a moment’s notice.

Persuasive Writing

One of the key components of successful debating and public speaking is being able to write persuasive arguments that are easily understood. This involves doing extensive preparation on a topic so that you can anticipate your opponent’s arguments and counter them effectively. By honing their persuasive writing skills through debating, students will be better prepared for persuasive assignments such as essays and expositions.

While all of these advantages make sense to us, they are not always the reasons that students have such a great time learning the skills of debating and public speaking.

What did our students have to say?

We asked our 2025 students how they really felt about debating and public speaking at SSA. The evidence we collected showed that the quality of education that our courses offer has been paying off for our young speakers. We measure the data and calculate the percentage of students who agree with certain statements in the survey. You can see some examples of the results from 2025 (so far) below!

Did you enjoy the programs?

Over 97% of students said ‘YES’! This is a big part of why kids love these activities – speaking in front of an audience and sharing their opinions can be a lot of fun. In fact, when we frame debating and public speaking as an opportunity rather than a chore (as many schools, unfortunately, portray these skills), we notice a lot of students experiencing a newfound enjoyment while speaking in front of a group.

Do you feel more confident about debating/public speaking after completing the program?

94% of students said ‘YES’! This is an amazing result, and one we’re very proud of. We put a lot of emphasis on having fun while learning practical skills, so it’s great to know that this comes across in the way our students feel about themselves.

Do you think that you can structure your speech better now than when you started?

Over 94% of students said ‘YES’!  This is another indication that our programs are successfully teaching students practical skills that they can use in their everyday lives. Learning structure can really demystify the task of writing a speech, allowing students to spend more time thinking about the fun things they want to talk about. This is true for debate speeches as well as public speaking.

Do you think that your speaking manner has improved?

Over 93% of students said ‘YES’! Speaking manner is how you speak. It encompasses elements such as pace, pitch, posture, hand gestures, and eye contact. Sometimes the reason students are not having a good time in debating and public speaking is because they perceive themselves as ‘bad’ at public speaking. Learning the elements of speaking manner and simple tricks to improve through our courses is often a huge confidence booster that makes speaking more fun.

Would you like to come back again and have another go next time?

Over 93% of students said ‘YES’! Nothing reveals how children feel about their extra-curricular activities as much as asking them whether they want to go back and do it all again.  We’re thrilled that so many students want to come back and continue learning with us.

What would you say to someone who is thinking of joining a debating or public speaking program?

‘Just do it!’ was the overwhelming conclusion of our surveys. You are far more likely to have a great time in one of our courses than you might think.

Our students understand that the skills they’re learning are valuable and that the best way to learn is by getting out there and giving it a go.

We hope this gives you a better idea of what our debating and public speaking courses are all about, and why kids of all ages love them so much.

Debating and public speaking courses offer many advantages for students, from boosting confidence to teaching important life skills such as thinking on your feet and persuasive writing. If you’re looking for ways to help your child thrive both inside and outside the classroom, encourage them to participate in these activities!

School has such an influence over the rest of our lives.

It’s where we learn so much about the world and how it works – from algebraic equations to coastal erosion – with the goal of propelling ourselves into a successful (and hopefully rewarding) career.

But with so much uncertainty – and with stubbornly high youth unemployment rates even more than a year out of the pandemic – it’s important to take a greater interest in other aspects of school life to help set you apart and improve the skills that matter. This is especially true given the recent uptake of Generative AI, such as ChatGPT.

Debating is one such co-curriculum that helps build the skills and resilience that students need to thrive!

What skills do kids need to thrive?

According to a growing body of literature, there are four key skills that students need to succeed, all of which conveniently start with the letter ‘C’:

1. Critical thinking, which refers to using logic and reasoning to solve problems and make decisions;
2. Creativity, which requires children to be able to think outside of the box;
3. Collaboration, which involves working with others to reach common goals; and
4. Communication, which relates to how students are able to express themselves (and listen) to other people.

Each of these skills not only helps set us apart from our peers but also helps separate us from the incoming upheaval that machine learning and artificial intelligence are likely to unleash over the coming decades.

Let’s look at how debating can be formative in helping students develop these skills to help build their resilience!

Critical Thinking & Debating

This one is a no-brainer.

Debating revolves around analysing a topic – one which you’ve often not seen before – and coming up with a persuasive and logical case on why that topic is a good or a bad idea.

Given students are often not experts on topics like banning zoos or the US Electoral College – and even if they were, they don’t have the time in a debating speech to express all that knowledge – debating instead tends to rely on us taking a critical approach to the topic at hand, and developing cases without a huge amount of specific knowledge.

There really isn’t a better way to work on critical thinking skills.

Creativity & Debating

This one is a little more interesting.

As mentioned above, debating involves students looking at topics they likely don’t know all that much about. Without extensive reading and research, it’s likely that students won’t be able to come into debates with a pre-prepared response – and it is here that creativity & inventiveness flourish.

There is nothing like staring down the barrel of having to speak to an audience in less than 60 minutes about the possibility of invading North Korea, or perhaps the economics of Brexit, to get the creative juices flowing!

Collaboration & Debating

It is often easy to forget that debating is a team activity – you win and lose as a team, rather than as individuals, and need to share your ideas and help others express your thoughts in order to claim victory.

This type of teamwork – time-limited, and under pressure – brings out both the best and the worst in people and replicates high-pressure circumstances that commonly occur in workplaces. But, with practice, students learn how to deal with the pressure, and come out much calmer and more collected when dealing with others.

This is so important (and often so lacking) when people need to collaborate, especially in the workplace.

Communication & Debating

Debating obviously assists with communication skills – students need to be able to present a coherent case over a short speech with limited preparation time.  But debating actually helps students communicate in so many other ways as well.

One of the most important is speaking with, and being pleasant towards, those whom you would otherwise consider adversaries. At debating tournaments – particularly at university – it is very common to see teams go outside and socialise whilst the adjudicator comes to a decision. The ability to separate argumentation from personal relationships – and often being able to form friendships with rivals – is a communication tool that can be practiced and developed in few other forums.

Should my child learn debating?

In short – yes.

We offer a range of debating programs for students in Year 3 and above, but most schools also have internal programs that can help set your child apart from the pack and develop into a more resilient and employable adult.

Please don’t hesitate to get in touch if you’d like to learn more about how debating can help benefit your child!