Ethics and Inclusion
A microphone amplifies more than volume. It amplifies responsibility. This page covers the ethical choices that sit behind a speech: telling the truth, respecting other people's stories, acknowledging culture and making the speech accessible to everyone in the room.
Truth and attribution
A speech can persuade, move and entertain, but it should not deceive. Check facts before you use them. If you are unsure, say so. If you use someone else's words, data or image, attribute it clearly.
| Practice | Why it matters |
|---|---|
| Verify facts with a reliable source. | False claims can harm people and undermine trust. |
| Distinguish fact from opinion. | The audience deserves to know what is being asserted. |
| Attribute quotations and data. | Credit is fair and helps the audience check the source. |
| Do not invent statistics. | A single fabricated number can destroy credibility. |
| Acknowledge uncertainty. | Honesty is more persuasive than false confidence. |
| Correct errors promptly. | Repairing a mistake is part of responsible speaking. |
Consent and privacy
Do not tell someone else's story without permission. This is especially important when the story involves trauma, illness, family conflict, sexuality, gender identity, disability or legal trouble. Changing a name is not always enough if the person can still be identified.
- Ask before using a friend's or family member's story.
- Remove identifying details unless the person has consented.
- Do not read private messages, emails or photographs aloud.
- Do not record or share a classmate's speech without consent.
- Be careful with images and video that show other people.
- Respect a request to withdraw a story, even after the speech.
Cultural respect
Speaking about culture is not the same as speaking for a culture. If your speech draws on Aboriginal and Torres Strait Islander knowledge, languages, histories or images, follow community protocols and use authentic sources. Do not invent “traditional” material or imitate sacred practices.
- Use the names and terms communities use for themselves.
- Acknowledge Country where appropriate, following local guidance.
- Do not treat First Nations cultures as a generic decoration.
- Do not ask a classmate to represent their culture for the class.
- Credit sources and seek permission before recording or publishing.
Do not speak for others. Use “I” for your own experience and attribute other voices. If you want to discuss a community's experience, quote or cite people from that community rather than inventing their perspective.
Inclusive language
Language shapes who feels included. Inclusive language is accurate, respectful and audience-aware. It is not about avoiding every difficult topic; it is about choosing words that do not demean or erase people.
| Instead of | Try | Why |
|---|---|---|
| “You guys” | “Everyone”, “the group”, “you all” | Includes people who are not men or boys. |
| “The disabled” | “People with disability” or the person's preferred term | Person-first or identity-first language depends on the person. |
| “Normal” | “Typical”, “most people”, “expected” | Avoids implying that difference is abnormal. |
| “Immigrant” as a insult or assumption | “People who have migrated” or a specific term | Avoids stereotyping. |
| “He” for everyone | “They” or the person's pronoun | Accurate and inclusive. |
Accessibility
An accessible speech can be heard, seen and understood by the people in the room. Plan access before the day, not after someone asks.
| Need | Adjustment |
|---|---|
| Hearing impairment | Provide a written copy or captions; face the audience; use a microphone; ensure a clear sight line. |
| Vision impairment | Describe visual aids aloud; provide large-print handouts; do not rely on colour alone. |
| Neurodiversity | Keep structure predictable; avoid sudden loud sounds; provide an outline. |
| Physical access | Check step-free access, seating and microphone reach. |
| Language diversity | Use plain language; explain idioms; provide key terms in advance. |
| Anxiety | Offer a quiet space, a written alternative or a support role. |
Sensitive content
If a speech deals with violence, suicide, abuse, racism, grief or mental illness, warn the audience in advance and avoid graphic detail. Offer a way to leave or opt out. Do not use serious harm as a shock device or a punchline.
- Give a brief content note before the speech.
- Avoid describing methods of self-harm or violence.
- Do not disclose someone's personal information without consent.
- Provide support information if the topic is likely to affect listeners.
- Allow the audience to ask questions or leave the room.
Humour and risk
Humour can build connection, but it can also punch down. Before using a joke, ask: who is the target? Would the person or group find it funny? Is the joke doing any work beyond getting a laugh? If the answer is uncertain, cut it.
Activity: ethical review
- Take a draft speech or a speech you have heard.
- Highlight every fact, quotation and personal story.
- For each, write the source or the consent status.
- Mark any language that could exclude or stereotype.
- Mark any content that needs a warning or an alternative.
- Revise one passage to make it more accurate or inclusive.
Common errors
- Using a friend's story without permission. Consent matters, even if the story is flattering.
- Inventing a quotation. It is a form of deception.
- Assuming one person speaks for a group. Individuals do not represent entire cultures.
- Using “inclusive” language without checking. Ask people what terms they use.
- Treating access as an afterthought. Plan it from the beginning.
- Using serious harm for shock value. It can hurt the audience and trivialise suffering.
Next, read the teacher notes for planning, sensitive-content and differentiation guidance. The sources and provenance page records what is original and what is excluded.