Accreditation can drive curricular innovation and change in engineering and can have a role in encouraging students’ development of ethics-related competencies. Despite engineering educators’ competence in the technical aspects of design and research, there can be an element of discomfort in planning and delivering lessons relating to ethics that span social justice, diversity and inclusion, environmental sustainability, and ethical theories. Because engineering accreditation can encourage and/or require the inclusion of ethical content in accredited engineering courses, the recently published Routledge Handbook of Engineering Ethics Education dedicated an entire section to the topic. This paper critically assesses the handbook’s accreditation section in terms of its value and usefulness for engineering educators whose primary focus is teaching rather than research. Overall, the paper summarises a discussion of a recent symposium panel focused on the handbook’s accreditation section, probing the section’s relevance and practicality for the SEFI community, and amplifying the handbook’s core messages for a wider audience.