Objectives: Psychologic problems is increasing among pupils and has become a major problem in Sweden as well as in other Western countries. The aim of this study was to explore whether scheduled qigong exercise could have an effect on well-being at school, psychologic distress, self-image, and general stress.
Subjects: Pupils, 13-14 years, were assigned to either a qigong group or a control group.
Intervention: The qigong group had scheduled qigong 2 times a week for 8 weeks.
Measures: Self-reported well-being at school, psychologic distress, self-image, and stress were measured pre- and postintervention.
Results: The control group had reduced well-being at school during the semester and the qigong group was stable. The qigong group reduced psychologic distress and stress, and had a tendency to improved self-image, whereas no changes were found in the control group. Self-image explains 47% (R(2) = 0.47) of well-being at school, and stress explains 29% (R(2) = 0.29) of psychologic distress.
Conclusions: Scheduled qigong, meditative movement, is a possible way to improve well-being at school.