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Creating accessible STEM content that works for everyone

Site: QMplus - The Online Learning Environment of Queen Mary University of London
Module: Digital Accessibility and Learning Materials
Book: Creating accessible STEM content that works for everyone
Printed by: Guest user
Date: Saturday, 28 March 2026, 1:54 AM

Table of contents

1. Introduction

Making Maths Matter: creating accessible STEM content that works for everyone

STEM subjects - particularly those that include mathematical equations - are often seen as some of the most challenging areas to make accessible, and for good reason. Complex notation, diagrams, and dense problem-solving steps can make it difficult to translate content into formats that work for students using assistive technologies. 

Many of the approaches that feel natural in teaching - handwritten notes, whiteboard explanations, or quickly sharing a screenshot - are effective in the moment but can present barriers for some students when revisited later. 

It is important to recognise that creating fully accessible maths content can feel daunting, especially alongside the many other demands on teaching. However, the aim isn't perfection. Small, practical changes in how materials are created can make a significant difference - often without adding much extra time. 

In STEM teaching, clarity is everything. Academics spend hours refining explanations, simplifying complex ideas, and designing learning materials that support understanding. 

But there is one crucial question that often doesn't get asked: 

Can ALL our students actually access this content? 

For students using screen readers or assistive technologies, the difference between accessible and inaccessible maths content isn't minor - it's the difference between participation and exclusion. 

2. The Hidden Problem

It is tempting to upload a screenshot of an equation, share handwritten notes, or drop a PDF export into the VLE (QMplus) from lecture slides. But here's the reality: 

If your equation is an image, it is inaccessible. 

Screen readers cannot interpret images of equations. That means a student relying on assitive technology may hear nothing at all - or at best, "image". 

The good news? Fixing this doesn't require a complete overhaul - just a shift in how content is created. 

3. Workflow

Read through the following chapters to find out about a better workflow for accessible STEM content. 

3.1. Write maths digitally

Use built-in equation editors or LaTeX when creating content: 

  • Microsoft Word equation editor
  • PowerPoint equation tools
  • LaTeX in H5P (within QMplus)

These tools produce structured mathematical content (MathML), which screen readers like NVDA and JAWS can interpret properly. 

Avoid: 

  • Screenshots of equations
  • Scanned handwritten notes

3.2. Structure your content clearly

Accessibility isn't just about equations - it's about navigation. Use:

  • Heading styles (not just bold text)
  • Lists for key points
  • Tables with headers where appropriate

This allows students using screen readers to jump between sections and understand the structure of your material quickly. 

3.3. Rethink handwritten notes

Handwriting - especially in maths - is extremely difficult to make accessible. 

If you currently: 

  • Upload scanned lecture notes
  • Share whiteboard photos

Consider switching to:

  • Typed notes
  • Slides with equation editor
  • LaTeX-generated materials

If handwriting is unavoidable (e.g. live problem-solving), provide a typed summary afterwards. 

3.4. Add meaning, not just symbols

Even when equations are technically accessible, they can still be hard to interpret without context. For complex expressions, include a short explanation: 

  • What does the equation represent? 
  • What is the key takeaway?

For example, instead of only presenting an equation, add: 

\nabla \cdot \mathbf{E} = \frac{\rho}{\varepsilon_0}    "The divergence of the electric field equals charge density divided by permittivity."

This small addition can make a big difference in comprehension. 

3.5. Use accessibility checkers

Before sharing materials on the VLE (QMplus), run built-in accessibility checkers in Word or PowerPoint. They will help you spot: 

  • Missing headings
  • Images without alternative (alt) text
  • Reading order issues

Think of this as a quick 'quality assurance' step for inclusivity. 

3.6. Export in the right format

Not all file formats are equal when it comes to accessibility. Your best options are: 

  • DOCX
  • HTML
  • Tagged PDF

These formats preserve structure and allow assistive technologies to interpret content correctly. 

4. Final Thought

Why does this matter? 

Accessible maths isn't just about compliance. When you structure content clearly, explain ideas alongside notation, and use proper tools for equations, you're not only supporting students with learning difficulties, but you're also improving clarity for everyone. 

Further resources

Final thought

You don't need to be an accessibility expert to make a difference. Start with one change: 

  • Type your equations instead of screenshotting them
  • Use headings in your next document
  • Add one explanatory sentence to a complex formula

Small steps lead to big impact - and ensure that every student has the opportunity to engage fully with your subject.

It is also important to recognise that accessibility is no longer optional. UK legislation, including the Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018, requires universities to ensure their digital content is accessible. By making small, practical improvements to your teaching materials, you're not only enhancing learning, you're helping your institution meet its legal responsibilities.