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Health Education and Improvement Wales / Addysg a Gwella Iechyd Cymru [@HEIWAaGIC]. (2016, November 16). Working memory in learning and teaching [Video]. YouTube. https://www.youtube.com/watch?v=zPNwWK7T39k

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Li, X., Wang, J., Sun, Q., & Zhuang, Y. (2024). Physical exercise for brain plasticity promotion. Frontiers in Neuroscience, 18, Article 1440975. https://doi.org/10.3389/fnins.2024.1440975

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Ludo Studio. (2023, June 9). Bluey - Cricket [Video]. YouTube. https://youtu.be/VEyg0QmSiVM

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Neitzel, J. (2020). Addressing trauma in early childhood classrooms: Strategies and practices for success. Young Exceptional Children, 23(3), 157–168. https://doi.org/10.1177/1096250619850137

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PBS LearningMedia. (2021a). How stress impacts the brain | Stress, trauma, and the brain: Insights for educators [Video]. YouTube. https://kttz.pbslearningmedia.org/resource/how-stress-impacts-the-brain-video/stress-trauma-and-the-brain-insights-for-educators-thinktv-cet/

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PBS LearningMedia. (2021b). Stress, trauma, and the brain: Insights for educators. KTTZ. https://www.pbslearningmedia.org/collection/stress-trauma-and-the-brain-insights-for-educators/

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Regional Educational Laboratory Appalachia. (2024). Developing trauma-sensitive classrooms: A training and coaching series for educators [Infographic]. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/rel-appalachia/2025/01/handout-strategies-developing-trauma-sensitive-classrooms-support-students-and-educators

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SBCUSD. (2019, May 8). Teaching procedures, routines, and rules during the first week of school in fourth grade [Video]. YouTube. https://youtu.be/vaedonG8-_Q?si=LB_I4q5A3TaBI4L6

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Memory is how the brain stores and retrieves information (Sousa, 2022). For example, when teaching vocabulary, you might introduce three new words at a time, review them with a chant and movement, and then have students use them in a quick-write. This process reinforces encoding, helps information move into long-term memory, and makes retrieval easier later (Sousa, 2022). It's how your students remember the alphabet, the steps of long division, and then forget where they hid their snack.

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Sensory Memory: Ultra-short-term, like the sound of a bell or a flash of light (Sousa, 2022).

Short-Term (Working) Memory: Holds a small amount of info (like a phone number) for a few seconds (Sousa, 2022).

Long-Term Memory: Where knowledge lives long-term. Repetition, emotion, and connections help it get there (Sousa, 2022).

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Working Memory in Learning and Teaching: 

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🎥 Video: How Your Brain Stores and Uses Information

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🎥 Video: How Your Brain Stores and Uses Information

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This short, animated video explains how sensory memory, working memory, and long-term memory work together to process and store information. It’s a great visual to help both teachers and students understand why strategies like chunking, repetition, and movement support deeper learning.

Health Education and Improvement Wales / Addysg a Gwella Iechyd Cymru [@HEIWAaGIC]. (2016, November 16). Working memory in learning and teaching [Video]. YouTube. https://www.youtube.com/watch?v=zPNwWK7T39k

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Sensory input goes to the hippocampus. If it matters or repeats, it becomes part of long-term memory. If not, the brain tosses it (Sousa, 2022).

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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In the Bluey episode “Cricket,” Rusty practices over and over until he finally connects with the ball. This simple but powerful story shows young students how repetition helps the brain strengthen neural pathways. According to Sousa (2022), repetition is a key ingredient for moving information into long-term memory. Whether it’s sports, spelling, or solving math problems, doing something over and over builds mastery.

BONUS:

This can be a great way to explain memory to younger students. Watch the episode then ask: “What’s something you had to practice a lot before you got good at it?”

Then, connect that idea back to learning in the classroom. When kids see that effort matters more than talent, they’re more motivated to keep trying, just like Rusty.

*Disclaimer: This clip only shows part of the episode. If you want to watch the whole thing it is available online (Season 3, Episode 47).

Ludo Studio. (2023, June 9). Bluey - Cricket [Video]. YouTube. https://youtu.be/VEyg0QmSiVM

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Cricket 🏏 | Brand New - Series 3 | Bluey

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This visual from Sousa (2022) illustrates how working memory serves as a central processing zone where new learning (from immediate memory) is integrated with past knowledge (from long-term memory). The brain uses this integration to form combined learning that can be stored for future use (Sousa, 2022). In a classroom, this looks like students connecting a new math strategy to one they already know or building on background knowledge during a novel study. When teachers intentionally help students activate what they already know and link it to new material, they boost retention and support deeper learning (Sousa, 2022). 

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Image and information source: Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Practical Applications for the Classroom:

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Practical Applications for the Classroom:

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Give clear start/end goals for lessons to reduce uncertainty and boost attention.

Allow students time for retrieval practice instead of cramming.

Model metacognitive talk (ex: "I used this strategy to remember...").

Use calm tones and predictable routines to lower stress and support recall.

Offer movement or sensory breaks to boost focus and engagement.

Highlight real-world or emotional connections to deepen memory pathways.

Provide choice in demonstration of learning to activate long-term encoding.

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According to Sousa (2022), sleep plays a critical role in memory consolidation. During sleep, particularly deep sleep and REM stages, the brain replays and strengthens new neural connections (Sousa, 2022). Without adequate sleep, students struggle to retain and recall information because their brains haven't had time to process and store what they have learned.

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Retention is the ability to hang onto information. Think of it like keeping a sticky note on your brain (Sousa, 2022)

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Transfer is using what you already know in a new content, like applying grammar rules from English class in a history essay, or using what you learned from a history lesson to understand what is happening in a fictional novel that was written in that time period (Sousa, 2022).

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Students need both! Teaching without transfer is like giving kids a toolbox but never showing them how to use it because they haven't learned to use the tools in a meaningful way (Sousa, 2022).

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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How do you BOOST retention and transfer? 

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How do you BOOST retention and transfer? 

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🔄 Connect to Prior Knowledge (Sousa, 2022):
Activating students’ existing knowledge helps their brains link new content to what’s already stored in long-term memory. For example, before introducing a unit on persuasive writing, you might ask students to recall a time they tried to convince someone of something, like negotiating a later bedtime or trading snacks at lunch. This personal connection primes their brains for the structure and purpose of persuasive arguments.

🧩 Use Varied Examples (Sousa, 2022):
Presenting a concept in multiple contexts strengthens neural connections. For instance, if teaching fractions, you might show them through pizza slices, number lines, and measuring cups during a recipe activity. These varied inputs help students transfer the concept beyond the math lesson and apply it in real-world scenarios.

💬 Encourage Reflection and Discussion (Sousa, 2022):
Talking about what they’re learning reinforces memory by activating both cognitive and emotional pathways. After a science experiment, for example, asking students to journal or share what surprised them and why it matters increases retention. It also supports transfer by helping them articulate how what they learned applies outside the classroom—like understanding why yeast makes bread rise.

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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PBS LearningMedia (2021b) emphasizes that trauma activates the amygdala (Fight/Flight/Freeze response), which redirects brain resources away from learning and reasoning. Over time, chronic exposure to trauma can disrupt brain development, particularly in the prefrontal cortex and hippocampus, making it harder for students to regulate emotions, focus attention, and form long-term memories (PBS Learning Media, 2021b).

PBS LearningMedia. (2021). Stress, trauma, and the brain: Insights for educators. KTTZ. https://www.pbslearningmedia.org/collection/stress-trauma-and-the-brain-insights-for-educators/

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This short video from PBS LearningMedia (2021a) explains how toxic stress activates the amygdala and shuts down the parts of the brain responsible for learning, focus, and memory, especially the prefrontal cortex and hippocampus. It’s a good reminder of why calm, consistent environments are critical for students who have experienced trauma.

Source: PBS LearningMedia. (2021a). How stress impacts the brain [Video]. KTTZ. https://kttz.pbslearningmedia.org/resource/how-stress-impacts-the-brain-video/stress-trauma-and-the-brain-insights-for-educators-thinktv-cet/

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How Stress Impacts the Brain | Stress, Trauma, and the Brain | PBS LearningMedia

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Learn from Dr. Perry about the impact of stress on students and teachers, and how creating a safe, secure environment is critical to allowing students to reach their full learning potential.

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Trauma doesn't look the same in every student, but here are common signs that may show up in the classroom (Neitzel, 2020; PBS LearningMedia, 2021b):

Difficulty focusing or staying on task

Emotional outbursts or shutting down

Poor impulse control or emotional regulation

Forgetting steps or directions

Withdrawal from peers or disconnection from activities

These symptoms aren't defiance or laziness; they are signs that a student's brain is prioritizing survival over learning.

Neitzel, J. (2020). Addressing trauma in early childhood classrooms: Strategies and practices for success. Young Exceptional Children, 23(3), 157–168. https://doi.org/10.1177/1096250619850137

PBS LearningMedia. (2021b). Stress, trauma, and the brain: Insights for educators. KTTZ. https://www.pbslearningmedia.org/collection/stress-trauma-and-the-brain-insights-for-educators/

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Teaching Procedures, Routines, and Rules During the First Week of School in Fourth Grade: This video from SBCUSD shows a fourth-grade teacher introducing essential routines and rules during the first week of school. It highlights the importance of consistency, predictability, and clear expectations in building a calm, productive classroom environment right from day one.

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Routines and predictability reduce anxiety by helping students know what to expect. Posting schedules, previewing transitions, and sticking to consistent procedures give students a sense of control (REL Appalachia, 2024).

Regional Educational Laboratory Appalachia. (2024). Strategies for developing trauma-sensitive classrooms: A handout for educators. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/rel-appalachia/2025/01/handout-strategies-developing-trauma-sensitive-classrooms

SBCUSD. (2019, May 8). Teaching procedures, routines, and rules during the first week of school in fourth grade [Video]. YouTube. https://youtu.be/vaedonG8-_Q?si=LB_I4q5A3TaBI4L6

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Teaching Procedures, Routines, and Rules During the First Week of School in Fourth Grade

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A classroom schedule to visually represent routines and structure in the classroom.

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What helps students who have or are experiencing trauma?

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What helps students who have or are experiencing trauma?

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Creating trauma-sensitive classrooms means being intentional about how we support emotional safety and learning. According to the Regional Educational Laboratory Appalachia Institute of Education Sciences (2024), predictable routines, calm tone, and consistent expectations help reduce the cognitive burden trauma places on students. The Incredible Years (2025) adds that building strong teacher-student relationships and offering emotional coaching are essential steps in helping students regulate their behavior and remain engaged.

The Incredible Years. (2025, April 30). How the Incredible Years’ trauma‑informed framework supports student success [Blog post]. The Incredible Years. https://www.incredibleyears.com/blog/evidence-based-classroom-intervention

Regional Educational Laboratory Appalachia. (2024). Strategies for developing trauma-sensitive classrooms: A handout for educators. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/rel-appalachia/2025/01/handout-strategies-developing-trauma-sensitive-classrooms

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Maintaining a non-reactive, calm presence even during escalation helps create emotional safety (The Incredible Years, 2025)

The Incredible Years. (2025, April 30). How the Incredible Years’ trauma‑informed framework supports student success [Blog post]. The Incredible Years. https://www.incredibleyears.com/blog/evidence-based-classroom-intervention

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Start the day with check-ins like a thumbs up/down, feelings chart, or brief journaling. These encourage emotional expression without pressure, and when done regularly, they build trust over time (REL Appalachia, 2024).

Regional Educational Laboratory Appalachia. (2024). Strategies for developing trauma-sensitive classrooms: A handout for educators. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/rel-appalachia/2025/01/handout-strategies-developing-trauma-sensitive-classrooms

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Break instruction into small, digestible pieces. For example, introduce thesis writing one day, then spend the next day revising just that part. This reduces cognitive load and allows new learning to solidify before moving on (Sousa, 2022).

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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Let students build vocabulary words with letter tiles, trace them in sand, or chant them aloud. The more senses you engage, the more memory pathways you activate (Li et al., 2024). This approach is especially effective for learners who have experienced trauma, as it offers alternative pathways for processing and storing information (The Incredible Years, 2024).

Li, X., Wang, J., Sun, Q., & Zhuang, Y. (2024). Physical exercise for brain plasticity promotion. Frontiers in Neuroscience, 18, Article 1440975. https://doi.org/10.3389/fnins.2024.1440975

The Incredible Years. (2024). Evidence-based classroom intervention and trauma-informed practices [Blog post]. The Incredible Years. https://www.incredibleyears.com/blog/evidence-based-classroom-intervention

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Start class with a simple "How are you feeling?" "How are you today?" or "What's one thing on your mind?" These check-ins regulate emotional states and build trust, helping students transition into a mindset that supports learning and memory (PBS LearningMedia, 2021b; REL Appalachia, 2025).

PBS LearningMedia. (2021b). Stress, trauma, and the brain: Insights for educators. KTTZ. https://www.pbslearningmedia.org/collection/stress-trauma-and-the-brain-insights-for-educators/

Regional Educational Laboratory Appalachia. (2024). Developing trauma-sensitive classrooms: A training and coaching series for educators [Infographic]. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/rel-appalachia/2025/01/handout-strategies-developing-trauma-sensitive-classrooms-support-students-and-educators

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Say things like, "I remember that because I made a rhyme" or "This part confused me, so I slowed down." This models brain-smart thinking habits and supports the transfer of learning across tasks and environments (Sousa, 2022).

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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The strategies above lower stress, reduce cognitive overload, and increase the likelihood of long-term storage and meaningful transfer (Sousa, 2022; Li et al., 2024; The Incredible Years, 2024; REL Appalachia, 2025)

Li, X., Wang, J., Sun, Q., & Zhuang, Y. (2024). Physical exercise for brain plasticity promotion. Frontiers in Neuroscience, 18, Article 1440975. https://doi.org/10.3389/fnins.2024.1440975

Regional Educational Laboratory Appalachia. (2024). Developing trauma-sensitive classrooms: A training and coaching series for educators [Infographic]. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/rel-appalachia/2025/01/handout-strategies-developing-trauma-sensitive-classrooms-support-students-and-educators

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin.

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The Incredible Years. (2024). Evidence-based classroom intervention and trauma-informed practices [Blog post]. The Incredible Years. https://www.incredibleyears.com/blog/evidence-based-classroom-intervention

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I had a student with trauma who struggled to stay in the room. He would lash out, yell, and sometimes leave. When he would leave he would often curse at me and call me names, then proceed to punch lockers. I stayed calm, kept my tone neutral, and treated him respectfully regardless of what was said or done. He would eventually return on his own, apologize, and participate when he came back. He didn't make a massive academic leap overnight, but his confidence and willingness to try grew, especially in writing.

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He felt safe with me, and knew I cared about him. Safety is the foundation for retention and transfer (PBS LearningMedia, 2021b). Students can't learn if their brains are stuck in survival mode.

PBS LearningMedia. (2021b). Stress, trauma, and the brain: Insights for educators. KTTZ. https://www.pbslearningmedia.org/collection/stress-trauma-and-the-brain-insights-for-educators/