Professional Ethics and Standards in Education

Professional Ethics and Standards in Education

 






Professional Ethics and Standards in Education
























Introduction

Ethical issues in education are a topic of which everyone within the sector should be aware. Unethical practices can have serious consequences for students, educators and the whole educational institution, and educators can face ethical dilemmas daily (Gluchmanova, 2015).

Professional ethics and standards are crucial in education, as they align with statutory requirements and ensure compliance. They help educators foster trust with students, parents and colleagues, as their adherence to ethical principles demonstrates integrity and reliability. They also ensure fairness, provide equal opportunities and avoid bias, all of which contribute to a positive and inclusive learning environment.

If educators follow ethical guidelines and standards, it contributes to their personal and professional growth and encourages continuous improvement. It can help them develop their teaching practices and skills, enhancing student success and overall outcomes. It also sets a good example to students and hopefully instils the same values to help them in the future.

Some ethical principles and standards guide the conduct of educators and educational institutions, and this blog aims to explore these, along with how they integrate into other aspects of the learning environment and wider educational setting.










Professional Ethics and Standards in Education
























Understanding Professional Ethics

The British Association for Early Childhood Education defines professional ethics as:

“The moral commitments of a profession that involve moral reflection that extends and enhances the personal morality practitioners bring to their work, that concern actions of right and wrong in the workplace, and that help individuals resolve moral dilemmas they encounter in their work.”

Professional ethics in education are standards, guidelines, principles and values that guide educators’ conduct and behaviour to maintain fairness, integrity and professionalism. It can influence educators’ interactions with students, parents and colleagues, and the wider educational community.

Educators should maintain high standards of ethics and behaviours in and outside the educational setting. They have ethical responsibilities in promoting student welfare, equity, and integrity, some of which are in the Teachers’ standards.

Some examples of educators’ ethical responsibilities include:

    
 	
  • Acting honestly and with integrity – they should act truthfully and adhere to strong ethical and moral principles.
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  • Acquiring ethical knowledge and demonstrating understanding– they should understand ethical and moral principles.
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  • Continuously improving their knowledge and skills– they should have good subject knowledge and keep it up-to-date, be self-critical and be committed to ongoing skill improvement.
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  • Treating others with dignity and respect – they should always treat people with dignity and respect to build relationships, regardless of their own beliefs.
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  • Observing proper boundaries – they should maintain professional boundaries and be mindful of situations where they could be crossed or violated.
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  • Safeguarding – they should have regard for the safeguarding of students, as per the law.
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  • Demonstrating tolerance– they should respect other people’s rights, values, faiths and beliefs.
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  • Building positive professional relationships – they should foster trust and collaborate with others to forge positive professional relationships.
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With ethical responsibilities comes ethical dilemmas, which are:

“Situations in which the individual has to choose between two alternatives that are both considered unacceptable from a moral point of view” (Puiu, 2023).

Educators can face many ethical dilemmas, and some examples include (this list is not exhaustive):

    
 	
  • Exercising authority and using discipline while maintaining positive relationships with students.
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  • Avoiding getting personally involved with students and maintaining a professional distance. Balancing rapport with appropriate boundaries is often challenging.
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  • Balancing confidentiality with the educational provider’s policies, procedures and rules, e.g. a student confides in a teacher about a personal issue, and the teacher must decide if they should share the information with others and to what extent, i.e. to prevent a crime and for safeguarding purposes.
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  • Dealing with conflicts between family agendas, e.g. parental preferences or cultural practices, and educational standards and requirements.
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  • Helping struggling and disadvantaged students to succeed by assisted cheating, which can be intentional or unintentional.
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  • Ensuring fair distribution of resources can be difficult for students with inequalities relating to their family, ethnic and economic backgrounds.
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  • Observing colleagues behaving inappropriately or not carrying out their roles effectively and deciding whether to report their behaviour. Balancing loyalty to colleagues and the educational institution’s policies and rules can be tricky.
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Educators must regularly make difficult decisions and choices, which can turn into ethical dilemmas (Heikkilä et al, 2023). Whatever ethical dilemmas educators face, they can deal with them by adopting ethical decision-making, a process they can use to make informed decisions based on ethical guidelines and principles. It helps them to navigate complex situations, evaluate their choices and decide on the best course of action while considering the practicality, impacts and ethical implications of making these decisions.

According to the University of Lincoln, ethical decision-making is “typically underpinned by common principles like fairness, honesty, and respect for others”. It is important to uphold professional standards. It also fosters trust among educators, colleagues, students and families. Overall, it contributes to a positive learning environment, enhances educator and student well-being, and can protect them and the educational institution from harm.










Professional Ethics and Standards in Education
























Legal and Regulatory Framework

Various legal and regulatory frameworks govern professional conduct, and compliance is mandatory. They differ depending on which of the UK countries the educator and educational institution is based.

England



Northern Ireland



Scotland



Wales


There are also other codes and standards, depending on where a teacher works and if they are members of a professional body, for example:

There will also be codes and standards from individual educational institutions which educators must follow. The legal and regulatory frameworks may seem like a bit of a minefield. However, regulators, professional bodies and educational providers are there to help educators navigate them and understand their roles and responsibilities regarding their ethical and professional conduct.

Legal and regulatory frameworks, codes of practice and standards help to avoid unethical behaviour, which can have serious consequences for students, educators and the whole educational institution. Unethical behaviour can lead to legal and even criminal proceedings against educators, and they can face disciplinary action and have their registration removed. It can damage the reputation of educators and the educational institution, and it can also harm students’ well-being, trust, and educational experience and negatively impact their academic outcomes.

There are disciplinary measures in place to uphold professional integrity, which each educational institution should have detailed in their policies and procedures and should make educators and other relevant parties aware of what will happen if there are instances of unethical behaviours. Professional bodies and regulators can also initiate disciplinary procedures and investigations against educators if they receive reports or complaints. Further information is on:










Professional Ethics and Standards in Education
























Core Ethical Principles

Ethical principles guide educators’ professional conduct. According to the Teachers’ Standards, teachers should demonstrate consistently high standards of personal and professional conduct, uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Educators can do this by:

    
 	
  • Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
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  • Having regard for the need to safeguard students’ well-being in accordance with statutory provisions.
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  • Showing tolerance of and respect for the rights of others
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  • Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
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  • Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law.
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  • Having proper and professional regard for the ethos, policies and practices of the school in which they teach and maintaining high standards in their own attendance and punctuality.
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  • Having an understanding of, and always acting within, the statutory frameworks which set out their professional duties and responsibilities.
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Educators should also uphold core ethical principles, as stated in the Teachers’ standards. The code details the expectations for educators’ professional behaviour and conduct and emphasises eight principles, which require educators to:

    
 	
  • Set high expectations which inspire, motivate and challenge pupils.
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  • Promote good progress and outcomes by pupils.
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  • Demonstrate good subject and curriculum knowledge.
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  • Plan and teach well-structured lessons.
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  • Adapt teaching to respond to the strengths and needs of all pupils.
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  • Make accurate and productive use of assessment.
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  • Manage behaviour effectively to ensure a good and safe learning environment.
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  • Fulfil wider professional responsibilities.
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The other UK countries have principles within their own codes, for example:

Northern Ireland – the Code of Values and Professional Practice for teachers emphasises core values, including trust, honesty, commitment, excellence, respect, fairness, equality, dignity, integrity, tolerance and service.

Scotland – the Code of Professionalism and Conduct sets out the key principles and values for registered teachers in Scotland, which are:

    
 	
  • Professionalism and maintaining trust in the profession.
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  • Professional responsibilities towards pupils.
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  • Professional competence.
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  • Professionalism towards colleagues, parents and carers.
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  • Equality and diversity.
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Wales – the Code of Professional Conduct and Practice for Registrants outlines five key principles, such as:

    
 	
  • Personal and professional responsibility.
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  • Professional integrity.
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  • Collaborative working.
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  • Professional knowledge and understanding.
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  • Professional learning.
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There are also the Nolan Principles for Public Life. While they are not specific to education, leaders and educators can use these principles for ethical conduct. These principles are:

    
 	
  • Selflessness.
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  • Integrity.
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  • Objectivity.
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  • Accountability.
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  • Openness.
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  • Honesty.
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  • Leadership.
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The requirements of each principle are in each code and standard. Educators should familiarise themselves with those that are relevant to their setting. Overall, they should:

    
 	
  • Comply with relevant statutory provisions and the requirements of statutory bodies.
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  • Be open, truthful and transparent in all of their interactions, as it fosters trust and credibility.
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  • Always do the right thing, be honest and uphold strong moral values to maintain integrity.
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  • Appreciate and value people’s uniqueness and differences and treat everyone fairly and with dignity.
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  • Observe confidentiality, i.e. safeguard people’s personal and sensitive information and respect their privacy.
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  • Keep their knowledge and skills up to date and improve upon them by undertaking continuing professional development.
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  • Represent their professional position, qualifications or experience accurately and truthfully.
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Some examples of how ethical principles are applied in various educational contexts include:

    
 	
  • Assessment, grading and giving feedback – when educators set assignments and assessments, mark and grade them and provide feedback, they must do so honestly and fairly and not treat students favourably or be biased, even if they are struggling and having difficulties grasping the concepts. It makes students aware of where to improve rather than deceiving them about their abilities.
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  • Creating learning content and environments – when educators are developing learning content and environments, they must consider all students’ needs rather than focusing on the interests and preferences of some of their students. They should adapt their teaching to meet the strengths and needs of all students and create inclusive learning environments.
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  • Integrating ethics into the curriculum – when educators include ethics in various subjects, e.g. case studies and discussions, it allows students to understand how to apply ethical principles to different situations.
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  • Modelling ethical behaviour – when educators demonstrate their professional and ethical conduct when interacting with their students, colleagues and others, they set a good example and serve as role models for ethical behaviour.
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  • Handling student information – when educators have access to student data, such as their personal information and records, or if students disclose to them privately, they should handle it confidentially. It fosters trust, which is essential for building positive relationships.
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Professional Ethics and Standards in Education
























Student-Teacher Relationships

Student-teacher relationships are positive relationships between students and teachers where they trust and respect one another and maintain boundaries. Educators can create these relationships by getting to know their students, being respectful and fair, giving students a say in the learning and providing encouragement and constructive feedback.

It can be challenging to foster trust and build positive relationships with students, and educators often face challenges when maintaining them. However, it is vitally important for them to create and maintain connections with students to create a safe and supporting learning environment and enhance student outcomes and well-being.

Educators should be aware of the ethical considerations surrounding student-teacher relationships, including respect for student rights and ensuring their safety and well-being. They should be mindful of situations where relationships with students could cross boundaries, be deemed unprofessional, and even be classed as misconduct, e.g. breaches of confidentiality, unfair treatment, favouritism/bias, discrimination, physical assault, conflicts of interest, abuse of power, inappropriate relationships, etc.

Boundaries are important in ethical considerations, and they are limits or rules that educators should follow to maintain professional relationships with students and their colleagues and create a safe and secure learning environment. Professionalism and conduct are also vital. These are standards and how a person behaves in the educational setting.

Each educational institution will typically have specific policies, rules and guidelines regarding boundaries, professionalism, and appropriate conduct, which educators must familiarise themselves with and follow. However, here are some general examples of how educators can maintain boundaries and  professionalism and conduct themselves appropriately with students:

    
 	
  • Dress appropriately and communicate respectfully.
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  • Avoid discussing personal topics and focus on students’ learning content.
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  • Be mindful of social media activity and avoid students’ personal social media accounts.
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  • Ensure online activity, even outside the educational setting, aligns with professional standards, rules and guidelines.
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  • Build rapport and trust while maintaining a professional distance and avoid favouritism.
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  • Safeguard student information and do not compromise their privacy or break trust by sharing their personal information with others without consent.
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  • Be consistent, treat all students fairly and provide equal opportunities in the learning environment.
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  • Communicate promptly to students and do so in a professional way. Avoid slang, emojis and topics that are not academic-related.
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  • Do not give or accept money from students or families.
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  • Set clear and consistent boundaries, e.g.:
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  • Communicate the times and availability for student consultations and adhere to them.
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  • Avoid out-of-hours contact unless it is an emergency.
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  • Be mindful of physical boundaries, e.g. avoid touching, invading students’ personal space and overly familiar gestures.
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  • Have sensitive conversations with students if they are crossing boundaries and make them aware of the importance of maintaining them.
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Crossing and violating boundaries, being unprofessional and inappropriate conduct can have serious consequences. It can lead to improper relationships between teachers and students and abuse of power. Teachers can lose their careers and even be subject to criminal proceedings. It can harm students and their academic outcomes and well-being. It can also damage the educational institution’s reputation and Ofsted ratings.

Maintaining a safe and respectful learning environment free from exploitation or misconduct is vital, as it helps students to feel comfortable, able to express their ideas and engage more in their learning, which can help improve their academic performance and overall outcomes. It also enables educators to know they are maintaining boundaries, being professional and conducting themselves in a way that will help them improve their teaching practices and avoid situations that could potentially put themselves and their careers and reputations at risk.










Professional Ethics and Standards in Education
























Equality, Diversity and Inclusion


    
 	
  • Equality – ensuring that everyone in the educational setting can access the same opportunities and resources, which prevents discrimination and promotes fairness.
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  • Equity – providing targeted support and resources to those needing additional help to promote equal opportunities.
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  • Diversity – the differences between those in the educational setting and their uniqueness, which is recognised, valued, respected and even embraced.
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  • Inclusion – creating an environment where everyone feels welcome, respected, safe, and can participate fully.
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Students and educators have different needs, preferences and interests and will be from various backgrounds. Some may also have special educational needs and disabilities (SEND). Traditional learning environments and content can be a barrier, and there may be bias, discrimination, and systemic inequalities in educational practices to address.

Everyone in the educational setting should have equal opportunities and feel included, welcomed and respected, regardless of their needs or backgrounds. Some individuals may need additional support and targeted interventions. However, all should be able to reach their full potential and thrive, whether it is an educator in their career or a student in their education. Therefore, there is an ethical imperative to promote equality, diversity, and inclusion in education to ensure a fair, supportive and inclusive learning environment and educational community. It is the just and moral thing to do.

It is vital to address bias, discrimination, and systemic inequalities in educational practices and here are some examples of strategies that may help:

    
 	
  • Leaders within the educational institution championing equality, diversity and inclusion and ensuring these concepts are at the forefront of policies and practices. They should also set a good example and be respectful in their own interactions with people within the educational community.
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  • Follow legal frameworks, such as the Equality Act 2010, and specific codes of practice and standards to ensure statutory and ethical compliance.
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  • Have robust equality, diversity and inclusion, anti-discrimination and anti-bullying policies and ensure they are implemented and monitored regularly. Everyone should be aware of these policies and their roles and responsibilities regarding their implementation.
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  • Provide educators and other staff with relevant training and support to provide them with the knowledge and skills to help them recognise and challenge discrimination, prejudice, stereotyping and bias. They should be encouraged to self-reflect and be aware of their own biases and assumptions.
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  • Adapt learning content, teaching practices and the classroom environment to ensure it reflects diverse perspectives and cultures. Educators could use examples of under-represented individuals and communities and have themed activities and assignments. Embracing diversity can create safe and welcoming spaces.
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  • Provide individualised support and resources to those who need it, e.g. SEND and marginalised students, to ensure equitable learning so they can access the same education as other students.
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  • Encourage reporting of incidents of discrimination and suggestions for improvements to address inequalities. An educational community approach involving educators, other staff, students and families may be useful in identifying solutions to address any disparities.
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Educators have a critical role in creating inclusive classrooms that celebrate diversity and support all students’ learning needs. They should get to know their students and understand their needs, interests, preferences and learning styles. They should also collaborate with others, such as their colleagues, families and other professionals where necessary, identify where additional support is required and tailor their teaching practices and learning environments, e.g. differentiated and adaptive learning, to meet student needs and to make them feel safe, respected, included and valued.

CPD Online College has further information on promoting equality and diversity in the classroom here. They also have an article on inclusive practice here.










Professional Ethics and Standards in Education
























Confidentiality and Privacy

Educators may have access to personal data about students, colleagues, and families. Personal data is “any information relating to an identified or identifiable natural person” (GDPR), e.g. personal information, academic records, employee information, health details, and even biometric data. People’s data should be protected and privacy, security and confidentiality maintained. There are laws surrounding these areas, such as the Data Protection Act 2018 and UK GDPR.

In addition to legal obligations, educators have ethical duties to protect people’s information to foster a safe and secure environment for students, their colleagues and families. Professional codes of conduct, standards, and organisational policies and procedures should detail educators’ responsibilities regarding confidentiality and privacy.

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