As school districts continue to broaden their communication efforts, one priority has become increasingly essential: accessibility. Ensuring that every member of a school community can access, understand, and act on district information is both a legal requirement and a fundamental component of equitable communication.

Federal standards such as the Americans with Disabilities Act (Title II), Section 504 and Section 508 of the Rehabilitation Act, and the Web Content Accessibility Guidelines (WCAG 2.1 Level AA) establish clear expectations for public institutions. But beyond compliance, accessible communication strengthens trust, improves engagement, and demonstrates that the district values every student and family.

Districts can move from simply meeting expectations to fully embracing accessibility across websites, design practices, written materials, and social media through a proactive, consistent approach.

Why Accessibility Matters

Accessible communication ensures that information can be consumed by people of all abilities, including individuals with visual, auditory, motor, or cognitive disabilities. It also benefits families using mobile devices, English language learners, and busy parents and caregivers who rely on clear, concise messaging.

Districts that prioritize accessibility reduce legal and reputational risk while fostering inclusion. More importantly, they show families that the district is committed to transparent, equitable communication—an essential foundation for trust.

Building an Accessible Website

A school website is often the primary gateway for families seeking information. When the site is not accessible, entire groups of people can be unintentionally excluded. Districts can greatly improve accessibility by focusing on structure, clarity, and usability.

Clear structure makes a difference. Using a structured heading hierarchy (H1 for page titles, H2s for major sections, and H3s for subsections) helps screen readers navigate content. It also makes pages easier for families to skim, especially on mobile devices. Similarly, links should describe what they lead to, such as “View the February lunch menu” instead of “Click here,” so that users know what to expect.

Images and media must be understandable to all. Include alt text to describe the content and purpose of each image on your webpages. Videos should include captions or transcripts so families can access information without relying on audio. Text inside an image cannot be read by assistive technology, so it’s best to avoid posting visuals that contain large amounts of text or relying on in-image text to convey a message.

Downloadable documents require attention as well. PDFs should be tagged, structured, and searchable so that screen readers can interpret them. Scanned PDFs, which often consist of a single flat image, are not accessible unless converted with optical character recognition (OCR).

Interactive elements should be intuitive. Online forms need clear labels (for example, “Parent Email Address” instead of “Email”), and should be functional using only a keyboard. Clear instructions and helpful error messages prevent users from becoming frustrated or stuck.

Conduct periodic accessibility reviews using tools such as Google Lighthouse, WAVE, or Axe. This should be a regular habit. Test your site with screen readers and other assistive tools, publish an accessibility statement, and train staff who update the website on best practices to help ensure long-term compliance.

Inclusive Design

The design choices a district makes, such as color, contrast, fonts, and layout, can determine whether information is easy to understand or difficult to decipher. Accessible design means families can read and absorb information.

Color and contrast should support readability. Text must clearly stand out from the background. Low-contrast color combinations (such as light gray text on a white background) can make information unreadable for people with low vision. Checking color contrast with tools like WebAIM’s contrast checker helps maintain accessibility.

Fonts should be clean and predictable. Simple, readable fonts work best for body text, newsletters, flyers, and essential information. Decorative fonts can be used sparingly for accents, but not for long sentences or instructions. Text should appear as real, selectable text rather than being embedded within an image.

Images and graphics need thoughtful attention. Graphics that contain too much text or visually complex layouts can be confusing. Alt text should be used to communicate essential information for every graphic placed in a design. For printed materials, QR codes can be a helpful tool, but they should not be included in digital designs where they serve no functional purpose.

Multimedia content should always include accessible alternatives. Videos should offer captions and audio files should include transcripts. Leverage tools like Descript to generate transcripts or alternative language versions.

Accessible Written Communication

Written communication—whether newsletters, supply lists, emails, or emergency alerts—must be formatted to make information clear, scannable, and easy to digest.

Newsletters should follow a consistent structure. Using a digital-first platform such as Smore or Mailchimp provides built-in accessibility features. Breaking content into short paragraphs, including headings, and using bulleted lists helps readers navigate. Images should always include alt text and fonts should be high-contrast and clean.

Districts should avoid posting newsletters as PDFs only. Web-based versions or text alternatives ensure accessibility for mobile readers and those using assistive technology.

Supply lists and calendars should be provided in multiple formats. Posting these lists directly on the district website as text, along with downloadable PDFs, ensures families can search, copy, or translate the information as needed. Interactive calendars or embedded event listings also help families stay informed.

Routine emails and announcements benefit from clarity. Clear subject lines, plain language, descriptive links, and clean formatting help ensure the message is accessible across devices and screen readers. Embedding critical text inside images should be avoided.

Crisis communication requires special care. In urgent situations, families need simple language, quick readability, and multiple delivery methods. Messages must be compatible with screen readers, and they should not rely on color (such as red text) to convey urgency. Providing email, website alerts, and text or phone notifications ensures a broad reach.

Improving Accessibility on Social Media

Social media plays a central role in district communication, but accessibility is often overlooked. Small adjustments can significantly improve the experience for users who rely on assistive technology.

Captions and text should be clear, complete, and descriptive. Avoid placing essential information solely inside graphics. If a graphic includes details about an event, those exact details should appear in the post’s caption. Hashtags should use capital letters for each word (#SchoolSafetyWeek), and emojis should be limited and placed at the end of posts.

Graphics should be high-contrast and straightforward. Busy graphics or collage-style images make it difficult for screen readers to provide helpful descriptions. Alt text should be added whenever the platform allows it.

Videos should always include captions. Families may view videos without sound or rely on captioning for comprehension. Provide transcripts for video or audio posts when possible. Autoplay features can interfere with screen readers and should be avoided.

A regular review of posts, along with consistent formatting and staff training, helps ensure that accessibility practices are maintained.

Districtwide Best Practices for Accessibility

Across all formats, digital, print, video, and social media, the strongest accessibility programs share several traits:

• Accessibility is planned from the beginning, not added at the end.
• Information is offered in multiple formats so families can choose what works for them.
• Digital content is routinely tested with screen readers and accessibility tools.
• Design elements such as headings, fonts, and color schemes remain consistent.
• Staff receive ongoing training to stay current with standards and techniques.
• Districts provide a clear point of contact for accessibility concerns or alternative format requests.
• Processes are regularly audited to maintain compliance with ADA, Section 504/508, and WCAG standards.

Joe Donovan is the founding partner of the Donovan Group, an award-winning school district communication, marketing, and public relations firm that focuses exclusively on public education. The Donovan Group provides 24/7 crisis communications services to MASA members free of charge. Learn more at www.mnasa.org/crisis-communications-services.