PANS/ PANDAS: What to Watch For in the Classroom

Helping educators recognize and support students with PANS and PANDAS

As educators and caregivers, we all want to help our students succeed: academically, emotionally, and socially. But sometimes, a child’s sudden shift in behavior or learning isn’t the result of stress, anxiety, or willful defiance. Sometimes, it’s medical.

One group of conditions that’s often misunderstood in schools are PANS and PANDAS. Two immune-related disorders that can cause dramatic, overnight changes in a child’s behavior, mood, and ability to function.

I’m Debbie Sharp, an educator and advocate who has spent over 30 years in special education. Today, through Who’s Learning Now, I support families and school teams navigating complex neuroimmune conditions. My goal is to bridge understanding, so educators feel equipped, and families feel seen.

What Are PANS and PANDAS?   

PANS stands for Pediatric Acute-onset Neuropsychiatric Syndrome.

PANDAS stands for Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections.

In simple terms, these are autoimmune conditions where a child’s immune system, after fighting an infection (like strep, mycoplasma, or even a virus), mistakenly attacks the brain. The result is inflammation that affects mood, behavior, and learning - often overnight.

This isn’t “just anxiety” or “attention-seeking.” It’s a medical condition that shows up as neuropsychiatric symptoms.

You might notice:

• A student who was thriving suddenly can’t write, eat, or separate from a parent.
• A calm, kind student suddenly develops tics, rages, or intrusive fears.
• A child who seems “not themselves” almost as if their personality changed overnight.

What to Watch For in the Classroom   

Because children spend so much of their day at school, educators are often the first to notice when something changes.

Here’s what PANS/PANDAS can look like day to day:

Academic changes

• Sudden drop in grades or refusal to complete work
• Difficulty focusing, remembering, or following directions
• Messy or illegible handwriting that used to be neat
• Slower processing or trouble copying from the board

Behavioral and emotional changes

• New or intense anxiety, panic, or separation issues
• Obsessive or repetitive behaviors that seem out of the blue
• Sudden irritability, rage, or mood swings
• Tics such as blinking, shoulder shrugging, or vocal noises

Physical and sensory changes

• Extreme fatigue or need for frequent breaks
• Headaches, stomach aches, or other somatic complaints without clear cause
• Frequent bathroom trips
• Sudden restrictive eating or refusal of certain foods
• Sensitivity to lights, sounds, or clothing textures

Social changes

• Withdrawing from friends or group work
• Tearfulness, clinginess, or fear of being alone
• Overreactions to small stressors that didn't bother them before

The most important clue: the symptoms appear suddenly and dramatically.

How Teachers and Nurses Can Help   

You don’t have to diagnose. Your role is to notice, document, and communicate.   

1. Notice - Trust your instincts. If a student’s behavior, handwriting, or mood changes overnight, make note of it.

2. Document - Keep track of what you see, when it started, and how it changes day to day. These notes help families and doctors identify patterns.

3. Communicate - Reach out early. Share what you’ve observed with the school nurse, counselor, or special education team, and partner with the family. Sometimes, that one conversation can make all the difference.

4. Support - Provide gentle flexibility and reassurance:

• Shorten assignments or break tasks into steps
• Offer extra time or quiet breaks
• Allow rest or nurse visits when fatigue hits
• maintain predictable routines
• Give grace when handwriting, focus, or emotions fluctuate

Remember the child isn’t being difficult. Their brain is inflamed, and they need compassion, patience, and consistency to recover.

Why Early Recognition Matters

PANS/PANDAS can look like anxiety, ADHD, OCD, or defiance but the sudden onset sets it apart. When educators and nurses recognize these changes early and communicate with families, children are far more likely to get timely treatment and the support they need at school.

Together, we can help these students stay connected to learning, friendship, and hope — even during the hardest flares.

Final Thought

If you’ve ever worked with a student who changed “overnight,” trust that instinct. Your observation might be the missing link that helps a child get the right care.   

If you’d like support understanding PANS/PANDAS, or need help creating a 504 Plan or IEP that truly supports a student’s needs, Who’s Learning Now can help.

Reach out to us today to learn more or schedule a consultation. Together, we can make sure every child is seen for their abilities, not just their challenges.

Resources: Aspire.care and Lookfoundation.org