The KMAT Great Debate has quickly become one of the most exciting opportunities for Key Stage 3 students to develop their confidence, critical thinking, and public speaking skills. 

The competition’s regional model is flourishing. Alongside the established Coventry and Warwickshire tournament, new satellite events are launching in Worcester, hosted by the Royal Grammar School, and Solihull, hosted by St Peter’s Catholic School. These regional competitions will feed into an ambitious National Showcase Final, building on the success of the inaugural event held at the University of Warwick in April 2026. 

Here, Hayden Abbott, CEO of Kenilworth Multi-Academy Trust, and Aaron Dudley, the event’s coordinator, reflect on what they have learned from the competition’s growth and share their advice for schools and trusts looking to develop similar opportunities for their students. 

Mr Dudley: For me, I am fortunate enough to have been backed by a leadership team that both believe in the idea and trusts in my capacity to realise the vision. To have that kind of support cannot be overstated. I cannot be the only member of staff out there with a good idea; to that end, I encourage schools and trusts to support their staff as much as possible.  

This competition started off with ten to eleven students in a side room at an open evening eleven years ago. This year, nineteen schools from across the country sent nearly two hundred pupils to the University of Warwick to take part in a competition that used the same format. In September, forty or so will be taking part in the first of several regional events. That’s one hell of a journey. 

Mr Abbott: One of the key lessons for schools and trusts is that successful events like this are built through collaboration. It is important to bring together teachers, support staff and older students to form a committed organising group, so that responsibility is shared and the event does not depend on one person alone. This also helps to make the competition more sustainable over time, particularly if staff move on or are unavailable. Where several people develop experience of leading and supporting debates, the knowledge is retained within the school, or trust and the event becomes part of the wider culture. 

Strong leadership support also makes a significant difference. When school and trust leaders champion debating, it raises the profile of the activity, gives staff the confidence to invest time in it and sends a very positive message to students. Volunteers are equally important. Training a broad group of judges and supporters not only helps the competition run smoothly, but also improves the quality of feedback for students, which is often just as valuable as the result itself. As the success of the event is shared through word of mouth, schools may find it easier to attract sponsorship, develop partnerships with other schools and universities, and build a growing network of people who believe in the importance of public speaking. 

Mr Dudley: Take a chance. This is a very different type of debate competition, and the fact that it’s so different might be a barrier to some. Our school has involved ourselves in numerous, more formal debate events, and whilst we appreciate the prestige and pressure that comes from being a part of these storied competitions, we have created something truly unique.  

In our competitions, those students who aren’t as celebrated are the superstars; we work hard to make them feel ten feet tall, and we fully appreciate that for many, walking into the Grand Final to the sound of a hall full of students bellowing in appreciation, this will be an experience like no other. 

We recently ran an internal debate competition for our Year 7 cohort, and one of the endearing memories I will carry away from that event was the sight of whole form groups cheering on those more academically gifted students as they debated. Also, the competition is unique in that it requires all participants to prepare arguments on both sides of a topic.  

In doing so, students naturally end up positioning themselves somewhere along the spectrum, but they have to have considered both sides equally to be in with the best chance of winning. I’m fully aware that in preparing for these events, there are conversations that take place at home that might not normally happen.  

There are so many positives that come from this competition, but the emphasis on listening is the one that makes me believe we are doing something truly remarkable; I for one would like to live in a world where more of our children listen to each other, and have the capacity to consider both sides of an argument; wouldn’t you? 

Mr Abbott: Be open minded and don’t think that debating is not for you. Public speaking can sometimes sound formal or intimidating, but I have been told by many students that the KMAT Debate is, in fact, a very welcoming and friendly event.   

The KMAT Great Debate has shown that students of all abilities can be successful when they are given the right encouragement and sense of belief. Once you take part on the KMAT Debate you are very likely to return the following year, having enjoyed the experience the year before and gained in confidence along the way.  

It has been inspiring to see how quickly the event has created a shared sense of pride across schools, particularly where students are part of a larger community or a tTrust. 

Once you take part you will recognise very quickly that this is about far more than winning. It is about helping you to develop resilience and realise that your ideas matter. 

Mr Dudley: At first, the bit that took me most by surprise was how much the students who were involved enjoyed it. I can distinctly remember a young boy in our 2024 tournament, turning to his friend in one of the preparation phases of a debate and saying something like “I’m so excited to be here, and I’ve no idea why!” This extends to the student support staff and the judges too; there is a real energy about the competition, especially in the preparation phases when peers come together to help.  

Over time, I’ve gotten used to that energy, but it’s still a tremendous buzz to see how the debaters react to getting a particularly juicy topic to discuss. Another major shock has been the readiness of other schools across the country to pick up this format and experiment with it. Just before I penned this response, I responded to an email from a school in Essex wanting to set up a satellite event. The dream was for us to build a national tournament; the shock is that we might actually just do it!  

Mr Abbott: Debate can sometimes sound formal or intimidating, but the KMAT Great Debate has shown that young people of all abilities can shine when they are given the right encouragement and sense of belief. I have been struck by the confidence students gain, not only in speaking publicly, but in listening carefully, working as a team and respecting different viewpoints.  

It has also been inspiring to see how quickly the event has created a shared sense of pride across schools. Parents, teachers, judges and students all recognise that this is about far more than winning. It is about helping young people find their voice, develop resilience and realise that what they have to say really matters. 

Mr Abbott: One of the main issues has been getting the story out there to the local school communities. I’ve sent a lot of emails to a lot of different schools! Fortunately, our school’s involvement in other debate events meant I ended up interacting with likeminded individuals; all it took was for a few of them to take a chance, and we were off and away! 

Mr Dudley: The good thing now is that we are at a point where the media attention generated through the success of the previous events is such that schools are now reaching out to us to be involved. Additionally, through sponsorship, news articles and endorsement through public figures, the word continues to spread. Our next challenge is ensuring that the satellite tournaments are successful. Fortunately, I am working with some equally passionate members of staff in schools across the country.  

Mr Abbott: One of the main challenges of growing the event is finding the time to support other schools before, during and after their own debates. There are many dedicated staff across the country who want to create these opportunities for students, but schools are busy places and teachers often balance this work alongside full teaching timetables and other commitments.  

That is why we try to make the model as accessible and practical as possible. KMAT is always happy to welcome visitors who want to see debating in action, because experiencing the atmosphere first-hand is often the best way to understand how similar events can be developed elsewhere. Where schools are unable to visit in person, sharing filmed debates and resources can also be a powerful way of showing what is possible and helping others adapt the approach to their own context. 

Missed part one of the article? Read the edited version online or the full version in the September issue of Education Executive!