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There are different types of memories, in which we use for various purposes. These include long-term memory, short-term memory, and sensory memory. Within the long-term memory, there is also episodic, semantic and procedural. Episodic memory relates to recalling a certain event or memory, while the semantic memory has more to do with recalling random facts, definitions, and specific details (Psychology Today, 2024). Procedural focuses more on activities we may have learned to do, such as learning to ride a bike or tie our shoes, which connects more with our kinesthetic learning (Psychology Today, 2024). While our long-term memory is the one that sticks with us the most, short-term memory is still extremely important, as it is the reason we are able to store anything in our long-term memory. "Short-term memory is used when, for instance, the name of a new acquaintance, a statistic, or some other detail is consciously processed and retained for at least a short period of time" (Psychology Today, 2024). These may include a random fact that we read about, but a few minutes later will quickly forget about in most instances. Lastly, there is the sensory memory, which are the memories related with our five senses, specifically sights and sounds. For example, thinking of a certain song when the beat of it plays or remembering where groceries are located within a familiar store (Psychology Today, 2024). All three of these types of memories work together and help us to retain information we are taught throughout a given day and the memories we create. Memory is the most vital aspect of our daily lives in both educational or professional learning environments.

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The three types of memories (long-term, short-term, and sensory) are all extremely important working parts when it comes to the process of learning in both the educational and professional environments. There is a lot that goes into retaining information, and it is necessary to remember that "being able to retrieve information stored in long-term memory is an essential part of learning" (DiTullio, 2021). There are strategies we can use as educators to help establish memories and retain information for our students, as well as ourselves. Using background knowledge can help people retain new information through making connections to what they already know, so that is able to stick with them. This could apply to both school and a career, as we are building off of what we have already learned. Another fact to know is that "our brains regularly sort through information when we sleep (and while we’re awake) to determine what’s important to save and what isn’t" (DiTullio, 2021). When memories are being retained, this is the process that determines what we should be remembering, and the little details that may not be so important to remember for future reference.

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Retention and transfer directly relate to one's ability to learn. Retaining information means that it is a piece that sticks with us, and the transfer piece has to do with transferring the information into the long-term memory. That means that once the information that was learned is in the long-term, we are able to recall it when needed. We need to be able to recall the information we learned for it to stay with us (DiTullio, 2021). There are several strategies that can be used as an educator to help with retention in students, which will be discussed later on, but it is important to remember that repetition and making connections are key components of retention. "When students transfer information into long-term memory, their working memory doesn’t have to work so hard, and they are able to grapple with novel, complex topics quicker and more efficiently" (DiTullio, 2021). By making connections and using background knowledge, the transfer of new information to the long-term memory will occur more naturally and allow for effective learning.

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There is a lot that occurs in the brain in relation to trauma and memory; more specifically, the fact that trauma can directly correlate with memory loss. This memory loss is a form of a coping mechanism that those who have experienced trauma use to block out their traumatic experiences. "Psychological and emotional trauma can trigger memory loss as a protective mechanism against reliving distressing emotions associated with trauma" (Harbor Mental Health, 2023). This also happens in regards with PTSD, where dissociative amnesia plays a part, specifically when triggered by severe stressors that have been encountered (Harbor Mental Health, 2023). All in all, memory loss is an extremely common occurrence in brains that have experienced any form of trauma. It is the brains way of trying to forget anything that can correspond with a traumatic experience.

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There are several strategies educators can use in the classroom that can enhance student retention and memory.

One of the most important strategies we can use is by having students activate their background knowledge. Being able to connect a new concept to something previously learned always the information to be better retained and recalled. Activating background knowledge can be done through the use of several strategies. "Concept mapping, word webs, KWL charts, think/pair/share activities, and videos are all strategies that awaken previous knowledge and enhance the process of encoding new information" (DiTullio, 2021). Along with connecting to background knowledge, using retrieval practice strategies can be effective when information is difficult to retain for a student. This can be done by doing daily classroom routines, such as using vocabulary flash cards, writing down a summary, completing exit tickets, or using review games, such as Kahoot or Blooket (DiTullio, 2021). Through repetition and practicing a concept every day, it is more likely going to stick with a student. This could also apply to students have experienced trauma to strengthen their memory and to engage them in learning. Allowing school to be a safe and fun environment for students to learn can bring comfort to students who may have experienced trauma before. Overall, in the context of education, allowing students to do multiple activities and to take accountability in their own learning can be small steps an educator can take to aid students in retaining information learned in a school day.