More than words

By Eliza Bellones

If you asked ten different people to describe me, you’d probably get ten different answers. But I know for a fact they’d all agree on one thing: I talk. A lot. The funny part is, for a long time, I didn’t exactly know how to temper or channel the gift of gab. In hindsight, this aspect made my shift into debate and MUN almost inevitable – not because I was “made for it” per se, but because it was the first time my voice found its direction.

I realized very quickly that both these spaces were so much more than just talking So much of the public perception surrounding debate and MUN revolves around the idea of being a “good speaker,” and while I do agree this is important to some extent, I believe that the backbones of both activities are much more nuanced skills. To think on your feet, to listen intently and critically, to stay composed no matter what – these are what make debaters and MUNers great. Speaking is only one outcome of a much bigger process: learning how to think clearly in an increasingly noisy world.

Debate teaches you to confront assumptions, reason clearly, and argue with substance rather than style. MUN shows you how to negotiate, collaborate, and advocate for solutions that matter. Both require understanding, listening, and adapting — skills that extend far beyond the competition room. These spaces also give students the chance to grow into their voices. You don’t have to start confident or naturally outspoken. Through practice, even the quietest or most unsure participants learn to express ideas with clarity and conviction, developing skills that prepare them not just for competitions, but for life.

This is also why I believe these spaces should be accessible to every student, not just those in certain schools or those who naturally fit the stereotype of what debaters and MUNers should be like. The skills debate and MUN develop: critical thinking, problem-solving, collaboration, negotiation, and the ability to consider perspectives other than your own, can be trained under the right circumstances. Yet, for many students, exposure to these opportunities is limited by resources, school programs, or even just awareness. This should not be the case. Every student deserves a chance to build these capabilities, to gain confidence in articulating ideas, and to discover the parts of themselves they didn’t know existed.

The transformation I underwent was subtle yet powerful. Debate and MUN didn’t suddenly make me “someone new,” but they gave me the tools to understand myself better. I realized that my tendency to talk was not a flaw—it was a strength when channeled with purpose. I also learned how to listen in ways I hadn’t before, how to challenge my own assumptions, and how to engage in disagreements without turning them into conflicts. These experiences didn’t just make me a better participant in a classroom or a conference room; they made me more thoughtful, more deliberate, and more willing to step into spaces where my voice mattered.

As my high school debate and MUN runs come to a close, I can see how much these activities shaped the way I approach the world. They taught me that speaking isn’t just about being heard; it’s about making what you say matter. And more than that, they showed me that the skills gained in debate and MUN, such as critical thinking, empathy, resilience, and confidence, are skills everyone should have the chance to develop. If more schools and programs made these opportunities accessible, more students could discover what I discovered: that learning to speak, think, and listen intentionally doesn’t just prepare you for competitions; it prepares you for life.

Debate and MUN gave my voice a purpose. More importantly, they gave me the space to find direction, to understand myself, and to realize that the ability to think clearly and speak meaningfully is a gift worth cultivating. And I believe that everyone deserves the chance to find that for themselves.