Middle School Forensics has always been the backseat of the larger speech and debate community. Whether it’s the judge pool, the range of events  offered, or the overall tournament experience, middle schoolers often go unnoticed in forensics. This lack of visibility and opportunity not only suppresses young debaters but also threatens the speech and debate as a whole. 

For the average middle schooler, it is always a churn of classes and friends that take up a significant portion of their life. Evidently, it’s no surprise that middle school students are the least mature members of the forensics community. They are just beginning to explore forensics. Many are still  learning the basics — how to structure a speech, contextualize arguments,  how to research effectively, and more. Additionally, the middle school  forensics community is significantly smaller in size compared to their much  larger and more established high school peers. These factors often lead to  middle schoolers being treated with a kind of “special care,” which, while well intentioned, can quickly become overreaching and limiting. 

At first glance, this treatment may seem good, and perhaps helpful. After all,  middle schoolers are younger, less experienced, and still developing their  skills. However, when this mindset translates into exclusion from major  tournaments, limited access to resources, and fewer competitive  opportunities, it becomes a serious problem. The same opportunities that are  readily available to high school students are often held back from middle  schoolers simply because of their age. 

Take, for example, me and my team’s experience with the Saint Augustine  Catholic Forensics League (SACFL). This local league hosts tournaments  regularly and enjoys moderate popularity among speech and debate enthusiasts. As an avid middle school extemper, I was eager to participate in the National Catholic Forensics League (NCFL), the national tournament that SACFL feeds into. My teammates and I had worked hard throughout the  season, placing in several qualifying competitions and meeting all the  necessary requirements. Yet, despite our achievements, we were ineligible for attending NCFL for one simple reason: we were middle schoolers. 

This exclusion was not unique to NCFL. Across the country, middle school  students face similar barriers. They are often ineligible to compete for bids to  prestigious tournaments, restricted from participating in certain leagues, and  denied access to resources that are freely available to high school  competitors. These limitations send a clear message: middle schoolers are not  yet worthy of full participation in the forensics community. 

While some may argue that this problem is temporary — because middle  schoolers eventually become high schoolers —  impact of this  underrepresentation is far-reaching. There are several key reasons why this  issue requires immediate attention: 

1. Middle school students may lose interest in speech and debate during the waiting period before they can compete in more ambitious  tournaments. When a young student makes a significant time  commitment to an activity, it’s a strong indicator of genuine interest. However, if they are continually told to “wait for their turn,” that  enthusiasm may quickly fade. The result is a loss of potential talent and passion that could have enriched the community for years to come. 

2. Fewer opportunities for middle schoolers mean less funding and  support for speech and debate programs overall. In larger states with larger, more established forensics communities, this may not be a  pressing issue. But in smaller college towns, every competitor counts. If middle school divisions remain underdeveloped or nonexistent, districts may decide to cut funding for speech and debate entirely. This affects  not just middle schoolers, but high schoolers and coaches as well, creating a ripple effect that weakens the entire infrastructure of  competitive forensics in their region. 

3. The overall experience at speech and debate tournaments suffers  when middle schoolers are left behind. For example, if the middle  school judge pool is not adequately trained or supported, it can lead to inconsistent ballots and frustration among competitors. Moreover,  when younger students are not given the same resources — such as  access to coaching, mentorship, and feedback — they may not perform  as well. This not only affects their individual development but also  diminishes the quality and diversity of the forensics community as a whole. 

In its entirety, middle school underrepresentation is a significant issue because the opportunities are sometimes simply not there. The lack of access is not due to a lack of interest or ability, but rather barriers in the system that prevent middle schoolers from fully engaging in the activity they love. 

Fortunately, the solution to this problem is relatively straightforward. Middle schoolers should be allowed to register for high school tournaments, while still retaining the option to compete in “middle school only” or “novice” categories. This approach of duality ensures that younger students can  challenge themselves at higher levels while still having access to the “age appropriate” divisions. 

Of course, integrating middle schoolers into more tournaments — and potentially into the national circuit — will require significant effort.  Tournament organizers must be willing to adapt their structures, train judges appropriately, and provide resources that cater to younger students. Coaches and educators must advocate for their middle school teams, ensuring that  their voices are heard and their needs are met. And the broader forensics  community must recognize that inclusion is not just a matter of fairness — it’s  a matter of sustainability. 

However, in the end, it may be unrealistic to expect a middle schooler to win the most competitive high school tournaments in the nation. But that’s not the point. What matters is that they are given the chance to try. By opening doors and removing unnecessary barriers, we can foster a more inclusive,  vibrant, and resilient speech and debate community — one that nurtures  talent from the very beginning and celebrates growth at every stage. 

In conclusion, the underrepresentation of middle school students in speech and debate is a pressing issue that demands attention. By expanding access, promoting inclusivity, and recognizing the value of young competitors, we can ensure that forensics remains a thriving and dynamic activity for  generations to come. The future of speech and debate depends not just on the champions of today, but on the eager learners of tomorrow. Let’s give them the stage they deserve.