The transformative power of debating for girls

Imagine that you have just 15 minutes to prepare your argument on a given topic (which could be anything from the existence of aliens to the role of feminism in today’s society). No, you can’t consult your phone – or access any other research. It’s just you, a pen and that blank sheet of paper. And now the clock’s ticking…

That’s the challenge facing contestants in the 2025 GDST Debating Competition. Hosted at South Hampstead High School, this year’s competition features 40 teams (two contestants per team) from across the GDST family alongside state school partners (invited to join free of charge).

Although the Trust runs numerous debating competitions, this national event stands out as a significant platform for students to develop critical communication skills. The short-preparation format deliberately challenges participants to think quickly, listen actively, and respond dynamically.

“There’s a real competitive buzz in the building on the day. We give them the topics, and they only have 15 minutes before the debate starts to make notes, and they can’t use the computer, so they are forced to quickly use their brain and think in the moment,” explains Michael Hepburn, the event organiser at South Hampstead. “There’s no time for a pre-written speech so they must actually listen to what other people are saying, to respond and engage. This is exceptionally useful preparation for real-world scenarios such as an Oxbridge interview because those types of interpersonal communications are going to be dynamic and unexpected, with no scripted answers.”

A space to fail in girls education

Michael believes that the experience of participating in events like this is particularly vital for young girls: “Students often have thoughts in their brains which are well reasoned and well thought out, but sometimes they just can’t articulate and express them freely. That requires practise, so girls have to really believe and feel that they belong in these spaces and should be taking part in these activities.”

The GDST competition’s core mission is addressing the confidence gap between girls and boys in public speaking within a structured environment where girls can develop their intellectual rigour and communication skills. That’s why it is deliberately designed to be inclusive, particularly for novice debaters. A special ‘novice final’ encourages first-time participants. And, by involving state schools and creating a supportive environment, the event aims to broaden participation and challenge existing communication barriers.

“We encourage everyone and anyone to come along and hone their debating skills,” enthuses Michael. “The more, the merrier!”

The role of civil discourse

Last June, GDST Chief Executive Cheryl Giovannoni emphasised why Civil Discourse and Respect mattered even more in the Year of Elections. Our schools in Bromley, Wimbledon, South Hampstead, Cardiff, Shrewsbury and Streatham & Clapham all held mock elections with candidates presenting the main parties’ manifestos, followed by a student vote. At Croydon High, pupils were encouraged to find ways to propose and defend ideas and beliefs that may not be their own, and therefore learn to take the ‘big picture view’. Meanwhile, several GDST schools participated in a ‘Careers in Diplomacy Day’ at the US Embassy, which gave them the opportunity to hear from the US Ambassador to the UK.

As Cheryl concluded: “We need to teach young people, especially girls, the art of civil discourse and how to use their voice when it matters most.”

Meanwhile, Blackheath High recently welcomed BBC Radio London for a live broadcast from a Year 7 Civil Discourse enrichment class. “This is not just a discreet lesson,” revealed Deputy Head Academic, Kristina Lewis, in March. “You take these skills with you so you can navigate these discussions, and hold your ground, use your voice, and be the leaders and changemakers of the future.”

Blackheath High position the Civil Discourse enrichment programme in the first year of Senior School to lay the foundations of civil discourse and the skills they learn of resilience, confidence, respect and active listening.

Bridging the gender confidence gap

“If a girl remains unconfident in her speaking and the validity of her opinions when she leaves school at 18, it’s hard to turn that around,” concludes Michael Hepburn at South Hampstead. “We aim to make sure that young girls understand that their voices and personal opinions possess real value.”

The need to bridge the gender confidence gap through events such as the debating competition are supported by data in GDST’s Girls’ Futures Report, a landmark survey of 5,000 girls in state and independent schools and academies across the UK: “Confidence in taking risks is something that significantly reduces in girls in their later teenage years. In upper primary school, 48% of girls have the confidence to take risks, significantly increasing to two-thirds (67%) of girls by lower secondary school but then falling back to 48% by sixth form.”

Analysis from Dr Kevin Stannard, Director of Innovation and Learning at the GDST, added: “The apparent loss of confidence in the teenage years is more marked for girls than boys. This, coupled with the tendency for girls to blame themselves rather than external obstacles for failure to achieve goals, paints a picture that should concern us all… There is plenty of evidence that the ‘confidence gap’ can be closed, but it takes effort.”

That’s why GDST continues to believe in the transformative power of debating for girls. Encouraging debating and public speaking for girls is one of the key tools that the Trust schools use to achieve change: where the ultimate goal is participation rather than merely winning the argument.

Especially when there’s less than 15 minutes to prepare…