This chapter frames SoTL research ethics not as a compliance hurdle but as an ongoing relational practice, attentive to power imbalances when teachers also research their own students. The chapter distinguishes two ethical “touchpoints”: planning and going public. In planning, the chapter outlines an ethical approach that designs for fairness and care, considers potential role conflicts (e.g., withholding beneficial interventions for controls), and invites dialogue with peers and students—including through Students as Partners collaborations —to illuminate how inquiries will be experienced. In going public, the chapter emphasizes dignifying students’ work: thoughtfully deciding between anonymity and attribution, avoiding shaming when reporting confusion or failure, and, when appropriate, sharing drafts with students before publication. While ethics approvals are typically required and locally governed, the chapter centers relationships—seeing SoTL inquiry as an opportunity to honor student (and academic teacher) agency and well-being, and to contribute to scholarly conversations about teaching and learning.