Accessibility Statement

Last updated: September 20, 2026

Every student should be able to use this site, including students who cannot see the screen. This page says what has actually been done and tested, and what has not — a statement is only useful to a school if it is honest about both.

Standard we work to

Web Content Accessibility Guidelines (WCAG) 2.2 Level AA. For schools evaluating this site under Section 508, the summary below is what we can evidence.

What has been tested, and how

• Colour contrast. Every piece of text on every page is checked programmatically against the colour actually behind it, in both the light and the dark theme, before each release. The current release passes AA on all pages and in every interactive state we test — a menu open, a question in progress, a hint shown, an answer marked.
• Automated auditing. Each release is run through axe-core against WCAG 2.0, 2.1 and 2.2 A and AA rules, on every page, in both themes. The current release reports no violations. Automated tools catch perhaps a third of real barriers, so they are a floor and not a claim of compliance.
• Keyboard. A full practice session — reaching the practice tab, opening it with the arrow keys, answering questions, revealing a hint, moving to the next question — is completed using only the keyboard as part of testing each release. Every interactive element shows a visible focus outline.
• Screen readers. When an answer is submitted, the result and the full explanation are announced through a live region rather than only appearing on screen. Each answer choice states in words whether it was correct and whether it was the one chosen. Answered choices are disabled so they are no longer in the tab order, and focus moves to the explanation so it is read immediately.
• Colour is never the only signal. A correct or incorrect answer is marked with a symbol and with text, not only with green or red.
• Motion. Nothing loops or moves on its own. Everything animated respects the operating system's "reduce motion" setting, and content is never hidden behind an animation that has not run.
• Text size. The site is built in relative units and remains usable when text is enlarged. Body text is 17px on phones; answer choices are never smaller than 16px.
• Sound. The optional focus soundscapes never play by themselves and no audio starts without a deliberate action.

Known limitations — the honest part

• Mathematical notation. Most of our maths is written in plain text (for example 3x − 7 = 11) and is read correctly by common screen readers. Expressions involving exponents, fractions and radicals are not marked up in MathML, so a screen reader may read them in a way that is hard to follow. This is a real limitation and it is the next accessibility work we intend to do.
• Testing with real assistive technology. Our screen-reader behaviour is verified programmatically — that the announcements exist, carry the right text and fire at the right moment. It has not yet been sat through end to end by a person using VoiceOver, NVDA or JAWS daily. Automated verification is not a substitute for that.
• No audio narration. There is no spoken version of lessons or questions. A student using a screen reader has their own voice; a sighted student who would prefer to listen does not yet have an option here.
• Charts and tables. Data in questions is given as real HTML tables, which screen readers can navigate. A small number of questions describe a figure in words rather than providing it as an image with alternative text.

If something blocks you

Please tell us at support@satgameprep.io. Say what you were trying to do, what happened, and what you use to browse — that is usually enough for us to reproduce it. This site is free and run by one family; we cannot promise a timeline, but a barrier that stops a student learning goes to the front of the queue.

For schools

If you are evaluating this site for classroom use and need a Voluntary Product Accessibility Template (VPAT) or a more detailed conformance report, email the address above and say so. We would rather tell you exactly where we stand than have a student find out the hard way.