The SIS Forensics debate and speech team face an uncertain future due to two major challenges: securing coaches and sustaining the KAIAC competition. In the worst scenario, the team risks disbandment, ending its decade-long legacy.
Since 2013, the KAIAC forensics competition has been the only platform where SIS students compete with other international schools in debate and speech. The official head directors of the KAIAC debate competition, who were initially assigned the role without the option to decline, announced plans to resign. The teachers have been reluctant to replace the board due to the heavy workload and time commitment required. After a month of searching, two teachers eventually stepped forward, saving the program from immediate discontinuation. Still, sustaining these positions remains a concern.
This reluctance extends beyond KAIAC leadership to the SIS coaching staff itself; the team lacks two more coaches for next year, struggling to fill in the positions of departing coaches.
“There are constant little frictions working with uncooperative students,” Angela Campbell, Public Forum (PF) and Lincoln-Douglas (LD) debate coach, said. “The whole system relies on the good will of the teachers and the students. I do not know that anyone would do it just for the stipend. The stipend is not stellar. So it is sometimes hard when the students are uncooperative.”
Teachers’ goodwill can only go so far without student accountability and respect for their coaches’ efforts. Hence, sustaining the team requires both systemic and behavioral changes. While recruiting new coaches is a priority, reducing turnover rates of existing coaches remains equally crucial. Students take a critical role in addressing this issue than anyone else.
“I think we, the students, should step in and seek teachers that are willing to coach for us,” Claire Baek (9), LD debate team member, said. “Respectfully going up to our close teachers and offering a coach position may help solve the issue. But first, I think students should be more responsible for turning in fees, google forms, et cetera on time, which has been discussed as one of the main reasons why teachers are reluctant to coach.”
If students don’t put any effort into improving behavior, it will close the door to invaluable opportunities and precious memories both for students and teachers.
“I entered the Forensics team to learn and participate in competitions for my passion for public speaking,” Claire said. “Since I do not go to outside school debate or speech academies, losing this opportunity to learn with school friends would force me to pursue my passion out of school, which I find harder to commit to.”
Memories of preparing for debates together, celebrating victories as a team, and even supporting one another through losses stay with students long after the competition ends. These are memories that should be sustained through the continuation of the program.
“I loved doing it,” Iain Coweison, the former Forensics coach, said. “Learning about the other disciplines, working with the students to improve their pieces, and witnessing that improvement closely—whether that is prose or poetry or acting—was the most rewarding part.”
For these great memories to continue thriving, mutual effort is essential. Teachers’ generosity in stepping up as coaches must be met with students demonstrating greater respect and accountability.
To SIS teachers: consider volunteering to coach for the forensics team. Upholding this tradition will ensure future students have the same invaluable opportunities and experiences that have already benefited countless members of our community.
