Ethics and Consent

Year 9 HEAP • Biographies • Ethics

Writing about a real person is an act of power. The writer chooses what becomes public, which version of events is emphasised and how the subject will be seen. Ethics is not a set of rules added at the end; it is part of every research and writing decision, from the first question to the final publication.

Core principles

Principle	What it means	What it looks like in practice
Accuracy	Claims are supported and errors are corrected.	Keep a source log; check names, dates and quotations.
Fairness	The subject is represented with context and without distortion.	Include relevant evidence that complicates your thesis.
Privacy	Private information is not exposed without a good reason and consent.	Ask what the reader needs to know versus what is merely interesting.
Consent	People understand what they are agreeing to and can withdraw.	Use clear language, explain publication and keep a record.
Dignity	The subject is treated as a person, not a specimen or a story device.	Avoid humiliation, mockery and gratuitous detail.
Accountability	The writer can explain and defend their choices.	Keep notes, seek review and respond to concerns.
Minimising harm	The likely benefits of publication outweigh the risks.	Consider family, community and future consequences.

Consent

Question	What to explain
What is the project?	The purpose, audience and form of the final piece.
What will be recorded?	Interview audio, notes, photographs, documents or personal details.
Where will it appear?	Classroom, school display, public website, archive or private collection.
Who will see it?	The likely audience and any sharing beyond the classroom.
What are the risks?	Privacy, family conflict, embarrassment, misrepresentation.
Can they withdraw?	How, by when, and what happens to material already published.
Who can they ask?	A teacher, family member or trusted adult.

Consent is a process, not a signature. Check understanding, allow questions and revisit consent before publication. A person can agree to an interview and later decide that a particular detail should not be published. That decision should be respected unless there is a compelling public-interest reason and appropriate advice.

Public and private information

Information	Usually	Questions before including it
Published work, public roles and public statements	Public	Is it accurate, contextualised and relevant?
Date and place of a public event	Public	Could it expose someone who wishes to remain private?
Health, disability, sexuality, religion	Private unless the person has made it public	Is it relevant, consented to and necessary?
Family conflict, money, legal problems	Private	Would publication harm people who have not consented?
Children's names, images and school details	Private	Is there consent from a parent or guardian and the child?
Addresses, phone numbers, account details	Private	Is there any need to include it? Almost always no.
Material from a private conversation	Private	Did the speaker understand it might be published?

Vulnerable people

Children and young people. Obtain consent from a parent or guardian and, where appropriate, the child. Keep identifying details to a minimum.
People with cognitive impairment or communication differences. Use accessible information, allow support people and check understanding over time.
People in crisis. Do not interview someone about a traumatic experience while they are in immediate distress. Prioritise safety and support.
Employees and former employees. They may fear consequences if they criticise an employer. Explain what will be published and protect identities where necessary.
Family members. They may feel obliged to cooperate. Make it clear that refusal is acceptable and will not damage the relationship.
People who have died. Consent is not possible. Consider the wishes of the family and community, the public interest and the risk of harm to living people.

Fairness and the right of reply

If the account makes a significant criticism of a person, they should have a chance to respond before publication, unless doing so would create a serious risk. Record the response accurately, even if it does not change the conclusion. Fairness does not require giving equal space to a false claim, but it does require representing the strongest version of the other side.

Situation	Fair process
You are criticising a public decision.	Ask the person to explain the decision and include their response.
You are repeating a rumour.	Do not publish it unless it can be verified and is relevant.
You are writing about a family conflict.	Ask all living parties for their account and consider whether publication is necessary.
You are quoting a private message.	Seek permission and consider the context and the sender's expectations.
You are writing about a deceased person.	Consult family or community representatives where possible.

Legal and institutional awareness

Life writing can involve defamation, privacy, copyright and cultural protocols. This page is general guidance, not legal advice. A false statement that harms a person's reputation can have serious consequences, even if the writer did not intend harm. Quoting a document does not automatically make it safe to publish. Schools should have a review process for student work that names real people or makes serious claims.

Check the school's privacy, publication and child-safety policies.
Do not publish identifying details about students or staff without permission.
Do not reproduce photographs, letters or documents without permission or a clear legal basis.
Seek advice before publishing allegations of wrongdoing.
Keep a record of consent, sources and responses.
Use a trusted adult or editor to review sensitive material before it goes public.

Cultural protocols

Cultural protocols are not optional etiquette. They are requirements for respectful and accurate representation. For Aboriginal and Torres Strait Islander stories, images, names and places, the relevant community or organisation should be consulted, and permission should be sought before publication. The same principle applies to other communities with their own protocols around naming, images, grief, ceremony or personal information. When in doubt, ask and be prepared to leave material out.

Images and recordings

Material	Ethical question	Practical step
Photograph of the subject	Did they agree to this use?	Record consent and credit the photographer.
Photograph of others	Are bystanders identifiable?	Crop, blur or seek consent.
Family photograph	Who owns it, and who else is in it?	Ask the owner and the people pictured.
Audio interview	Does the speaker understand where it will be heard?	Explain storage, editing and publication.
Video	Can the person be identified by voice, face or setting?	Consider anonymity and secure storage.
Document or letter	Does it contain third-party private information?	Redact names and details that are not necessary.

Ethics checklist

I can explain why this story should be told and why I am the person to tell it.
I have consent for interviews, recordings and personal details.
I have removed information that is private and not necessary.
I have given the subject a chance to respond to criticism.
I have checked names, dates and quotations.
I have considered the effect on family, friends and community.
I have followed cultural protocols and sought advice where needed.
I have permission for images and documents, or a clear basis for using them.
I have a plan for correcting errors after publication.
I would be willing to explain my choices to the subject face to face.

Scenarios

Scenario	Ethical issue	Possible response
A student wants to write about a grandparent's estrangement from the family.	Privacy and family conflict.	Ask the grandparent; consider anonymising or focusing on the student's relationship rather than the whole family.
An interview reveals a serious mistake the subject has never disclosed.	Consent and potential harm.	Discuss with the subject and a teacher; consider whether publication is necessary and whether the claim can be verified.
A photograph shows a person who has asked not to be identified.	Privacy and consent.	Do not publish it, or crop and blur so the person cannot be identified.
A public figure is criticised in a student profile.	Fairness and right of reply.	Use verified sources, include the person's response and avoid allegations that cannot be supported.
A family story conflicts with the official record.	Accuracy and memory.	Present both accounts, explain the conflict and avoid declaring one version final without evidence.

Common errors

Consent by assumption. Assuming that because someone agreed to talk, they agreed to be published.
Curiosity as justification. Including private detail because it is interesting.
No right of reply. Publishing criticism without asking for a response.
Ignoring third parties. Forgetting that family members and colleagues are also affected.
Treating legal permission as ethical permission. Something can be lawful and still harmful.
Cultural extraction. Taking a story without consultation, reciprocity or permission.
No correction plan. Publishing and walking away.

Next, learn how to conduct respectful interviews and oral history.