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Memory is the process how individuals store, retain, and recall information (Sousa, 2022). Memory provides us with a sense of the past and helps shape our identity, making it vital to our individuality (Sousa, 2022). Without these different types of memories, life would have disconnected experiences to the past, present, and future (Sousa, 2022). Different types of memory serve various functions, each playing a unique role in how we process and recall information.

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Sensory memory is temporary memories created from our senses, including sight, sound, touch, taste, and smell (Psychology Today, n.d.). At this stage, information is processed and passed into working memory (Sousa, 2022). In education, sensory memory is essential as it helps students process, interpret, and retain information that would transfer into long-term memory. Incorporating activities that cater to various learning styles into lessons improves students' ability to grasp and retain new information effectively. For example, using songs and rhymes to teach letters and numbers enhances memory recall, especially for auditory learners.

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Short-term memory is the cognitive system that temporarily processes and holds information (Psychology Today, n.d.). It enables individuals to store small amounts of data for a short time, assisting in everyday tasks (Psychology Today, n.d.). In an educational context, short-term memory is essential as it helps students process and temporarily store new information. For instance, when students learn the alphabet for the first time, their short-term memory aids in processing and storing the letters. With consistent repetition throughout the school year, students can more easily retain and recall the alphabet. Teachers can facilitate the transfer of information from short-term memory to long-term memory by employing strategies like repetition, linking new information to prior knowledge, and avoiding information overload.

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A long-term memory responsible for remembering personal life events allows learners to link their past experiences to new concepts (Sousa, 2022). This is advantageous in educational settings, as teachers can facilitate learning by deliberately integrating students' personal experiences. For instance, during story time, teachers can encourage discussions about how students relate to the plot, characters, or themes, thereby engaging them and deepening their understanding of the text.

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A type of long-term memory is responsible for storing information on how tasks and actions are performed (Sousa, 2022). With practice and repetition, these memories transition from being reflective to reflexive, allowing individuals to perform actions without consciously thinking about them (Sousa, 2022). In educational settings, procedural memory is vital because it enables students to complete tasks automatically without needing to focus on every step allowing students to focus on the main content. For instance, after students learn how to properly hold and grip a pencil, they will eventually do so automatically, supporting their academic growth by allowing them to do activities that require writing. Teachers can enhance students’ procedural memory by maintaining consistent routines, incorporating repetition and practice, and providing visual reminders to reinforce processes. Although some tasks may seem minor, building a strong procedural memory is essential for optimizing learning in the classroom.

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The brain begins forming memories by receiving sensory input from the environment, such as sounds, sights, smells, and other stimuli, which it processes and filters for relevance and storage (Sousa, 2022). This initial processing occurs in sensory memory, where the brain decides whether to discard or transfer the information into short-term memory (Sousa, 2022). From there, the brain works to strengthen these working memories through repetition, association, and meaningful engagement, eventually transferring them into long-term memory for more permanent storage (Sousa, 2022). The brain also categorizes memories based on their type. For example, procedural memory stores information about how to perform tasks and actions, while episodic memory holds life event experiences, and semantic memory stores factual knowledge (Psychology Today, n.d.). When an individual needs to recall something, the brain retrieves the relevant memory, pulling it from long-term storage to assist with decision-making, problem-solving, or completing a task (Sousa, 2022). This recall process is influenced by various factors, including emotional significance, repetition, and how well the memory was initially encoded.

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Learning does not always result in long-term retention (Sousa, 2022). Sometimes, the brain stores the information briefly and will discard it once it is no longer needed (Sousa, 2022). For example, when students cram to memorize information without truly grasping the content for an exam, they are likely to forget it soon after the exam. The information that was just registered to the brain is stored in the working memory and once the exam is done, the brain views it as unnecessary and would discard the memory. To improve retention, educators should provide opportunities for students to have repeated exposure to the content, encourage meaningful engagement, and use strategies like practice and rehearsal (Sousa, 2022).

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When students experience trauma, their brains go through a physical change that can impact their memory and cause their brains to go into survival mode (Lebow, 2021). In this state, the brain will release stress hormones, which impair learning by affecting how memories are processed, stored, and recalled(Sousa, 2022). For example, when experiencing trauma, the amygdala struggles to differentiate between past threats and present ones (Lebow, 2021). This will prevent students from being attentive to the learning which then prevents the memory as students are on high alert and stressed. This heightened stress inhibits students' ability to focus on learning, preventing memory formation and consolidation. In this case, the teacher would need to take a step back, find the underlying issue, and help students feel safe by reassuring them that no threat exists at the moment.

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Transfer is the process in which knowledge is being applied from one context to another (Sousa, 2022). It is essential in learning as students are not only retaining the information but understanding it well enough to use it in different scenarios. Without transfer, knowledge remains isolated and is only useful in specific situations. This can be observed when students are memorizing rather than understanding the content that is being learned. To promote transfer, educators need to create a bridge to create the connection of the content to different contexts and real-life experiences. For example, when teaching my students to count, we don’t just practice rote counting. Instead, we count the students in the room, the seeds in apples, the manipulatives, and even the members of their families. This makes learning to count more meaningful, moving beyond memorization and fostering deeper understanding.

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One strategy to support students' memory, retention, and transfer is making a meaningful connection to their life experiences or real-world contexts. By linking new information to what students already know, they can form connections that make the content more memorable and relevant, improving the process of transferring new knowledge into long-term memory (Sousa, 2022). For students who have experienced trauma, this strategy provides a sense of familiarity and safety, making them more comfortable and open to engaging with the material. This is very beneficial in education as it allows students to create a meaningful learning experience and retain the information for later use. In math, teachers can teach the concept of money by relating it to real-life situations, such as spending money at a store on things they need or want. This allows students to grasp the basics of money, while the teacher can build upon that foundation to deepen their understanding of its value.

Another effective strategy to support students' memory in learning is by incorporating sensory activities. Engaging students' senses can facilitate the transition of memories from short-term to long-term retention (Sousa, 2022). Educators can be intentional by using students' dominant senses to stimulate and deepen the understanding of the learning. This approach can support those who are affected by trauma by regulating their emotions and fostering a sense of safety. For example, having hands-on activities such as listening to music or working with sensory bins can support students by helping them feel calm and keeping them engaged. When students feel secure, they are more inclined to take academic risks, step out of their comfort zones, and actively participate in learning.