This increased awareness, however, has not yet translated into readily-available school and community supports, resulting in significant difficulties for students with PANDAS or PANS, and their families throughout the educational process. Our special education processes, often, rely on the assumption that students will make progress throughout the year. In contrast, students with PANDAS or PANS may demonstrate rapid shifts in their social, emotional or academic functioning as their systems react to, then recover from, illness. Teachers may, understandably, be baffled that the student who was passing math last week is now failing the class and acting out daily. Frequently, students with PANDAS or PANS experience such heightened anxiety that it is difficult to attend school at all, and their immune systems may not be able to tolerate exposure to peers during the height of cold and flu season. Teachers already juggling new curriculum, new tests and new evaluation rules may find it virtually impossible to also learn about new neurological disorders and how to accommodate them in the classroom.