National Campus Life Network > Blog > Articles by: Clarissa

NCLN Welcomes Greg to the Team!

Greg graduated with high honours from Sheridan’s prestigious Musical Theatre Performance program. When not singing, dancing, acting and rock climbing, he is working to save the pre-born. As an active volunteer with Right Now, Greg participated in several winning campaigns for pro-life politicians and firmly believes in nominating and electing the right people to get life-saving legislation passed. Greg is excited to get back on campus to transforming culture through pro-life campus activism, building pro-life student leaders, and saving lives!

Greg will be serving students and campuses in Manitoba and southern Ontario.
Please help us welcome him by emailing him at
Support Greg’s work financially at

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NCLN Welcomes Amberlee to the Team!

Realizing there was no active pro-life club on her campus, Amberlee decided to take matters into her own hands and re-start the old pro-life club at the University of Alberta. From there, her involvement for the pre-born continues to expand: she completed two CCBR internships, participated in provincial and federal politics, attended the NCLN Symposium twice, and helped to co-found a local pro-life activism group, Edmonton Against Abortion.

In maintaining regular activism on campus, Amberlee and her club-mates have wrestled with more than their fair share of censorship at the U of A. In response to unchallenged mob rule and restrictive security fees, Amberlee and her team teamed up with the Justice Centre for Constitutional Freedoms to take legal action against the university. The court case is ongoing.

Not wanting to let her fight for the pro-life message and free speech to end with graduation, Amberlee is grateful for the opportunity to serve students as NCLN has done for her over the years. If pro-life students can organize to combat campus culture, she believes we can and will make a difference in society, bringing an end to abortion in Canada.

Amberlee will be serving students and campuses in British Columbia, Alberta, and Saskatchewan starting later this month.
To get in touch with Amberlee, please contact her at
Support Amberlee’s work financially at

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University Culture Makes Students Pick Between Feelings and Education

From the public square to post-secondary classrooms, students are told to censor “controversial topics” by professors and departments, evaluated based on peer reaction

Guest post by Valerie Flokstra
Abbotsford, BC

My first public speaking class is a day that remains clearly fixed in my memory.

The professor warned us that she intended to do her best to scare away anyone who wasn’t serious about the course. Her expectations were high, but rather than becoming nervous, I grinned. The greater the challenge, the more I would learn.

As I left that first class, my head reeled with speech topic ideas and possibilities. There were so many things I could speak on. Then suddenly my feet came to halt in the middle of the hallway. Pro-life. I could tell the class something about the pro-life message. My insides turned to Jell-O. What if the class hated me for it? What if the prof failed me for that speech?

A few weeks later, I attended my first NCLN Symposium. For four years, I’ve been involved with UFV’s pro-life Club, Lifelink, and sometimes it was a pretty discouraging job. The Symposium gave me so many new tools for spreading the pro-life message effectively. I flew back to British Columbia feeling confident and fired up with ambition to fight for the preborn. My mind was made up. A class grade was not as important as a life. It was not as important as honouring God.

That was how on Monday, November 21, I ended up standing inside my professor’s office, my heart pounding against my rib cage as I clutched my binder of notes.

“Hello,” I said, plastering a smile onto my face, “I wanted to talk to you because I am doing my speech on a controversial topic. I would like your advice on how to present it as effectively as possible.”

A pair of raised eyebrows. “Which topic?”


A pause. “I would not recommend that. I have never seen it done well. Can you do a different topic?”

I clung to my confidence, refusing to let it slip away. “No. I did well on my first two speeches. I researched for over twelve hours to get unbiased sources for this one. I am going to do this speech, but I ask that you help me to present it well.”

A deep breath, this time from my professor. “Have a seat.”

Forty-five minutes later, I was back in the hallway, shaking but smiling. I’d done it. My professor was impressed with my research. A few of my points were crossed out, others had notes added, and my speech was ready for final polishing.

An hour later my tenuous confidence shattered. I opened my inbox to find an email from my professor. The gist of it (in far more words than I remember) was that I couldn’t do my pro-life speech after all, based on a discussion she had with the department head.

I was shaking. Whatever happened to universities being places for freedom of speech?

My speech was in two days, and NCLN was on it right away. My campus coordinator, Joanna, immediately sent me documents about my university’s freedom of speech policies. She also assured me that NCLN was ready and able to help me, and so was a lawyer if necessary. Joanna also assured me she was praying for me. Knowing I was not alone made all the difference.

The next day, I received a response from my professor. She’d spoken with the department head again, and I could do my speech. However, the department imposed four requirements:

  1. Warn the class about anything graphic I would be showing or telling.
  2. Tell the class they are welcome to leave, and then pause to give them time to do so.
  3. Tell those who stay that the university offers free counseling in case they felt it was needed after hearing my speech.
  4. Explain to the class that I would be telling the speech in an objective (unemotional/unbiased) manner.

Yikes. The class would probably think that I was going to traumatize them before I even had a chance to speak my own words. What if they all left and I had to give my speech to an empty room?

I was less afraid of getting a bad mark than hurting my fellow students. I never bonded so much with my entire class as I had with that public speaking class. But, who knows? Maybe my presentation would help one of them in the future. Maybe the truth would save a life.

As I commenced my speech, I forced myself to make eye contact with every one of my peers. My challenge to the class was that they think about the information I presented and make an informed opinion about abortion. “Choice” isn’t really a choice if the decision is not an informed one. With nearly 100,000 abortions annually, or about 1 in 3 pregnancies ending in abortion here in Canada [link], this is an issue that affects us immensely.

When the speech was over, the professor ended the class, and a few students came up to me and told me I’d done a good job on my speech. I asked my professor for feedback. “You did a good job,” she said. “But,” she added, “part of delivering an effective speech involves the audience’s reaction. Half the class appeared to be shut down. Some of them were almost laughing with embarrassment and disbelief that anyone would talk about this in public. Your mark won’t be as high for this speech as it was for your first two.”

With confidence I responded: “When I’m sixty years old, I won’t care that I got a lower mark. But if I didn’t do this speech, I would regret that I could have helped someone but didn’t.” The professor shrugged.

I politely said goodbye and left the classroom. Looking back, I’m not sure that comment was the best one to make. What I am sure of is that twenty-five more people have heard how abortion is an injustice. And that definitely counts for something.

Valerie is a 2017 graduate of the University of Fraser Valley, finishing her degree in Chemistry and Physics.
We at NCLN thank her for her courage to speak on behalf of pre-born children with her peers!
To find more about this year’s NCLN Symposium, click here

For information on the research Valerie used for her speech, contact and/or see

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We Have a Charter. Let’s Take It Seriously.

By Josh MacMillan

At NCLN, we take free speech seriously. Throughout our 20 years of activism and service on campuses, we have seen the rights to free speech of all students trampled on across Canada.

The Canadian Charter of Rights and Freedoms expresses that “Everyone has the following fundamental freedoms: (a) freedom of conscience and religion (b) freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication; (c) freedom of peaceful assembly; and (d) freedom of association.” [emphasis added]

Too often, our freedom of peaceful assembly is violated by those who believe they have the freedoms of violent and destructive assembly. Just look at cases at Brock University, the University of Waterloo, Wilfred Laurier University, University of Victoria, and many others where authorities and administration, whose duties are to protect our rights, are reluctant to take action or do nothing simply because our ideas are considered controversial and essentially we’re ‘asking for it.’ Furthermore, the universities and colleges hide behind the excuse that school property is private and therefore they get to make the rules, despite millions of dollars of OUR TAX DOLLARS being spent to maintain these institutions.

In the 1960’s, students fought for their right to free speech against restrictive policies at University of California, Berkeley. In 1964, Joan Baez, a prominent figure and folk singer in the 60’s counter-culture, joined the protest they staged there. Recently, she has spoken out against this current trend of censorship:

“Let the Ann Coulters of the world have their say. Trying to stop Ann Coulter or Milo Yiannopoulos from speaking or any group from marching will not stop the advance of fascism, but rather might strengthen it… Let the opposition speak, let them march, let us speak and let us march. Violence usually brings the opposite of the desired goal.”

A lot of people, especially on campus, don’t seem to understand that. They call pro-lifers perpetrators, so they have the right to do whatever they wish to them and ignore basic human rights. A colleague of mine had a recent experience where a student said aloud just before attacking a pro-life display:

“Perfect, there is no security today…”

Frankly, the ideas of those who do not take free speech seriously make me uncomfortable. I have limits to my rights and I respect them. My rights end where someone else’s body begins. I have no right to be violent, and will not take violent action to hurt someone or destroy someone else’s property because it runs contrary to human rights and the principles laid down in our Charter of Rights and Freedoms.

We have a right not to be treated like this. When someone tramples on your rights, record the perpetrators with your cellphone, spread the word, and demand protection from school administration, authorities, and our government. We join students from a number of American colleges in making a statement on free speech (the text has been copied below).

We refuse to be silent. This is OUR country. This is OUR Charter. Let’s own it and build a world where free speech is protected universally.

NCLN is committed to helping pro-life students fight back on their campuses. Should you face censorship on your campus during your activism and are a Canadian student, NCLN will (free of charge) guide, advise, and give you the skills you need to protect your rights on campus. Contact us here at:

The below statement has been made by a number of students from the U.S. concerned about erosion of free speech:

Support for free expression is a nonpartisan value that must be protected and promoted. We invite any and all interested individuals to sign this Statement of Principles affirming the importance of free expression on campuses across the country. Please share this with other members of your community.

Why We’re Here and Who We Are:

The Free Speech Movement began as an entirely student-led initiative. However, free speech has been increasingly undermined by attempts of students and administrators alike to silence those with whom they disagree. We seek to reclaim that original tradition with this student-created Statement of Principles.

We, the undersigned, stand united in our shared conviction that free expression is critical to our society, in spite of our differing backgrounds, perspectives and ideologies.

What We Believe:

A central purpose of education is to teach students to challenge themselves and engage with opposing perspectives. Our ability to listen to, wrestle with and ultimately decide between contending viewpoints fosters mutual understanding as well as personal and societal growth. The active defense of free and open discourse is crucial for our society to continue to thrive as a democracy premised on the open debate of ideas.

The only way to achieve this is by cultivating a culture where all are free to communicate without fear of censorship or intimidation. While some speech may be objectionable and even deeply offensive, constitutionally protected speech ought to be held and enforced as the standard and must not be infringed upon. As Justice Louis Brandeis observed exactly 90 years ago, “those who won our independence believed … that the path of safety lies in the opportunity to discuss freely supposed grievances and proposed remedies,” and that “the fitting remedy for evil counsels” is not disruption, violence or suppression, “but good ones.”

What You Can Do:
Our vision is to foster a nationwide community of students, faculty, staff, alumni and other friends who support free expression.
If you share our passion for free speech, viewpoint diversity and open discourse, please sign on to this Statement of Principles and encourage your community to do the same.

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