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Learning happens through memory. There are three key types of memory, each critical for student success:

Sensory Memory holds information for just a few seconds as the brain decides what to focus on (e.g., noticing a word on the board).

Short-Term Memory stores small bits of information briefly—about 15–30 seconds (like remembering instructions).

Long-Term Memory stores knowledge over time and includes:

Explicit Memory (facts, vocabulary, personal experiences).

Implicit Memory (skills, routines like tying shoes).

Each type of memory builds on the other—students must first focus (sensory), then hold (short-term), and finally practice to remember (long-term).

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Memory is a physical process in the brain. When students learn something new:

The hippocampus encodes and organizes the memory.

Repetition and emotional connections help move that info into long-term storage.

Neural pathways between brain cells (neurons) strengthen through practice—a process called long-term potentiation.

The prefrontal cortex helps with retrieving stored information when students need it.

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Diagram of the brain with memory-related parts labeled (hippocampus, prefrontal cortex, amygdala).

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Retention is the ability to remember what was taught—like spelling patterns, math steps, or historical facts.

Transfer is when students apply what they learned in new or real-world situations—like using fractions during baking or applying reading strategies across subjects.

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Students need more than memorization—they need to know how to use knowledge. When retention is strong, transfer becomes more natural. Strong instruction supports both.

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Students who’ve experienced trauma often struggle to focus, remember, or feel emotionally safe at school. That’s because trauma changes how the brain functions:

The amygdala becomes overactive—keeping students stuck in survival mode (fight, flight, or freeze).

The hippocampus may shrink, limiting the brain’s ability to store new information.

The prefrontal cortex, which helps with logic and self-control, may become underactive.

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When the brain is busy protecting itself, it can’t prioritize memory or focus. Even when students look like they’re listening, their brains may not be encoding the information.

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Understanding trauma means shifting from “What’s wrong with you?” to “What happened to you?” Safe, predictable routines and emotional support help calm the brain, making space for learning and memory.

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Retention builds a foundation. Transfer shows understanding. To help students transfer learning:

Use project-based learning or open-ended questions.

Encourage reflection so students can see how their learning connects to life.

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Use real-world connections, storytelling, or student interests to help them relate to the content.

Why it works: The brain stores information more easily when it’s tied to emotion or relevance. This builds stronger long-term memory and boosts transfer.

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Incorporate visuals, movement, music, or touch into lessons. Examples: anchor charts, songs, role-play, or manipulatives.

Why it works: Different brain areas process different senses. Combining them supports memory formation and keeps students engaged.

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For students with trauma, safety is key. Use calm routines, check-ins, and a compassionate tone. Let students take breaks when overwhelmed.

Why it works: Reducing stress lowers cortisol levels and supports better memory. Students learn best when they feel safe and understood.

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Sousa, D. A. (2017). How the brain learns (5th ed.). Corwin Press.

Willis, J. (2007). Brain-friendly strategies for the inclusion classroom: Insights from a neurologist and classroom teacher. ASCD.

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.