Chelsea ’27 is working to bridge the accessibility gap in competitive debate by creating and running a free, in-person summer camp for middle schoolers in her county, where she’s developed valuable leadership and communication skills while fostering lasting connections with students, parents, and community members.
Debate is a common high school club, but unfortunately once debaters reach high intensity competitions, the inaccessibility and entry barrier of this activity becomes noticeable. Picking up debate is easy as thousands of aspiring students learn fundamentals independently, but successful teams on the national circuit more than likely have been coached by experienced debaters or attended costly summer camps that provide a plethora of resources and coaching behind a four-thousand-dollar gate. Even my town’s local debate camp comes with a hefty price tag, so students interested in starting competitive debate are left to their own devices. While online programs are available at a lower cost, they don’t prepare aspiring debaters for the challenges of speaking to an audience in person.
Looking to bridge this gap, I took initiative to start a completely free in person debate camp for middle schoolers in my county. The set-up process was streamlined and straightforward during the planning process. I had already been in contact with my local public library weeks before summer break about using some of their meeting rooms, but the rooms were no longer available as they unexpectedly planned to renovate during this time period. Looking to minimize costs while providing an optimal space conducive to learning, I was finally able to secure an office space in my town. Subsequently, I created flyers and pamphlets to hang up at my local library, community center, and recreational center.
Navigating the logistical requirements of my project taught me the instrumental skills of negotiating with authorities while strengthening my ability to communicate with adults. I experienced firsthand the amount of meticulous planning that goes into hosting an event, which I used to take for granted. When people started reaching out to me, I learned that there is a contrast between liaising with adults and talking with parents. Understanding the busy life that parents navigate, I was able to cover lunch and snacks for the students thanks to the CSGC office.
Interest was much higher than I had anticipated, which was a pleasant surprise, so I did my best to accommodate everyone who reached out to me by hosting two week-long iterations of my program. Unfortunately, I had to reject interested students in favor of a small class size limit. The first session was in mid-July, and the second session will be in mid-August. By the end of the summer, I will have dedicated over 45 hours to 12 students! In my first session, I had the joy of introducing debate to four middle school students, who showed up everyday with the intention to learn. Throughout the past week, I learned that the success of my program would only be as good as I listened and catered to the student’s wants and needs. If students weren’t in the right headspace or if they wanted a snack break, that would affect the quality of coaching. I attentively observed the student’s reaction and feedback, and I quickly revamped lesson plans to include more drills and breaks in between learning new concepts.
Teaching is a difficult but rewarding experience. Not only did I give my best and full attention to my students, I also had to regularly update parents and keep them in the loop. Parents would have questions and concerns, which I had to address outside of the time I dedicated in the classroom. It truly is a never-ending commitment, but seeing the kids get along and have fun was worth it. They would ask me to play Pictionary with them every lunch break and even gave me a thank you card and gifts by the end of the program. While bridging the accessibility gap in debate, I had made connections with students, parents, and adults in my town that would last for years to come.
