Bringing Debate into Schools: Challenges and Opportunities
While the Debating for Diversity project does not aim directly to introduce formal debate programmes into schools, we hope that, in time, one of its indirect and lasting outcomes will be exactly that: a culture of dialogue and reasoned discussion that finds its way into classrooms across Europe. Debate, after all, is not just an academic exercise—it is a way of thinking and engaging that can shape the next generation of active, empathetic citizens.
In an era marked by rapid technological change, political polarization and shifting labour markets, the classroom is no longer just a place for content delivery—but for cultivating skills that support young people as citizens, thinkers, and communicators. One such skill set is debate: the structured exploration of arguments, evidence, viewpoints and counter-views. For the Erasmus+ “Debating for Diversity” project, bringing debate into educational settings is not simply a pedagogical choice—it’s a civic one. Yet embedding debate into schools across Europe means navigating legislative frameworks, pedagogical norms and resource challenges. Below we explore both the momentum for this shift and the obstacles it presents.
Why Schools Should Embrace Debate
The policy and legal backdrop
Several European policy instruments and national regulations affirm the importance of oracy (speaking and listening) and participatory competencies.
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The European Union’s Students’ Toolkit for “Debating as a New Approach to Learning” illustrates how schools can adopt debate as part of “new teaching and learning strategies” aligned with the overarching goals of Erasmus+ and the European Education Area.
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In the UK, Section 43 of the Education (No.2) Act 1986 requires universities to “take such steps as are reasonably practicable” to ensure freedom of speech within the law. While it addresses higher education, it reflects the broader principle that debate and discourse are protected and encouraged.
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Across the EU, education is increasingly seen as essential to cultivating the “rule of law” and democratic culture—especially in younger democracies. Schools therefore bear a responsibility to prepare students not only for exams but for civic life.
Research evidence of benefits
Debate in schools offers measurable benefits that go beyond classroom engagement.
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A 2021 Studies in Educational Evaluation article found that in-class debates improved students’ argumentation skills in a second language, with an 18-week programme showing clear gains over control classes.
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A 2024 study in Learning, Culture and Social Interaction reported that debate pedagogy in multilingual classrooms boosted both participation and critical thinking, especially among less confident students.
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In Croatia, a Debate Model of Civic Education programme demonstrated how structured debate clubs built youth participation, peer networks and civic awareness in contexts where formal civic education was weak.
Together, these findings suggest that debate supports communication skills, cognition and civic readiness—making it a compelling inclusion in curricula designed for 21st-century citizenship.
The Significant Obstacles
1. Curriculum and time pressures
Many teachers operate under tight curricula and high-stakes testing. Integrating debate requires time for preparation, facilitation and reflection.
A 2024 Guardian report noted that only 18% of UK state schools had a debating club compared to 53% of independent schools, highlighting structural inequalities. Without curricular alignment, debate risks being treated as an “extra.”
Possible solution: Start with short, low-stakes micro-debates that fit within regular lessons—using five-minute preparation, ten-minute debate, and brief reflection.
2. Teacher readiness and training
Teachers often lack training in moderating or assessing debates. The Oracy Commission report highlights that teacher professional development (CPD) is key for high-quality speaking and listening education.
Possible solution: Short workshops, shared motion banks and peer-observation sessions help teachers build confidence quickly.
3. Assessment and validity
Traditional grading systems rarely capture the nuances of debating skills—argument structure, responsiveness, and teamwork.
Possible solution: Use simple rubrics based on “claim, evidence, reasoning,” combined with peer and self-assessment. These not only make evaluation fairer but reinforce reflection and metacognition.
4. Inclusivity and equity
If only the most confident students speak, debate can widen rather than close gaps. Studies in multilingual classrooms show that when roles are rotated—speaker, researcher, questioner—participation becomes more equitable.
Possible solution: Provide clear roles, scaffolds, and sentence starters to ensure that every voice is heard.
5. Relevance and student engagement
Debate flourishes when it feels real. When students discuss local issues—digital safety, climate policy, minority rights—they connect emotionally and intellectually.
A 2024 Le Monde feature on a Brussels high school debate illustrated how discussing civic duty before the EU elections helped first-time voters feel genuinely engaged.
Possible solution: Choose motions that connect to students’ everyday experiences and link classroom debate with real-world civic participation.
Practical Pathways for Implementation
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Pilot small-scale debates within existing lessons.
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Integrate debate activities gradually into multiple subjects.
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Host a showcase debate for the school or local community.
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Create a peer network of teachers who exchange motions and techniques.
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Connect internationally, using online debate exchanges between schools.
This phased approach makes debate sustainable without demanding major structural reform.
What Success Looks Like
Success is visible when:
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A wider range of students participate in class discussions.
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Arguments are evidence-based and respectful.
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Teachers link debate skills to writing, presentations, and civic education.
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Students show greater interest in community issues and public life.
In Germany’s Jugend debattiert international, over 2 300 students at 157 schools participated in structured debates by 2016—a powerful example of how consistent support can institutionalise the culture of reasoning.
Bringing debate into schools is both a challenge and a long-term opportunity. The Debating for Diversity project was never meant to reform school curricula directly, but its broader mission—to foster dialogue, understanding, and critical thinking among young Europeans—naturally points toward classrooms.
If the debates held under this project inspire even a handful of teachers to experiment with structured discussion, or encourage students to speak, listen and reason a little more thoughtfully, then a quiet revolution has already begun. Debate, at its best, is not about competition—it’s about connection. And that, we hope, will be the legacy our project leaves behind.