Tai Chi and Qigong in the Classroom

Authored by Monique Vacval

A Brief History of Well-Being and Progressive Education

The idea of supporting children’s well-being in schools is not new. Progressive education can be traced back to the early 20th century, when philosopher and educator John Dewey emphasized educating the whole child, including social and emotional development alongside academics. Even earlier, in the 1800s, schools began incorporating physical well-being into daily routines, laying the groundwork for later holistic approaches.

In North America, the modern classroom well-being movement gained momentum in the 1960s through the work of researchers such as Dr. James P. Comer. His programs demonstrated that when students’ social and emotional needs are supported, academic outcomes improve. This research paved the way for broader acceptance of well-being practices in education.

The movement expanded significantly in the 1990s, particularly with the founding of organizations such as CASEL(Collaborative for Academic, Social, and Emotional Learning), which helped popularize Social Emotional Learning (SEL) across schools worldwide. Between 2000 and 2010, classroom well-being practices grew rapidly and remain essential today. As schools face staffing shortages, budget cuts, increased reliance on technology, and the pressures of global crises, fostering student well-being has never been more critical.

Many Paths to Well-Being

There is no single method for cultivating well-being in the classroom. At the Yoga in the Classroom Symposium at the Kripalu Center for Health, which I attended in 2014, scientists, educators, and yoga instructors explored the most effective ways to support student well-being. The scientific consensus was simple and encouraging: any physical activity in which children participate wholeheartedly can support well-being. This may include soccer, tag, yoga, breathing exercises, or mindful movement practices such as Tai Chi and Qigong.

Why I Teach Tai Chi and Qigong in School

I have taught PreK–12 for over 20 years. In my classroom, I refer to Qigong practices as Mindful Moments. These short, intentional exercises give children an opportunity to settle their energy and prepare their minds for learning.

Through regular practice, students become more aware of their internal states. They learn to recognize when their energy is too high or too low and begin setting personal goals related to focus, listening, sharing, and learning. Over time, this creates a relaxed, open classroom environment where students feel supported and learning unfolds more naturally.

Participation in Mindful Moments—including by other adults in the room—is essential. The shared experience helps unify the classroom community. If a student resists participating, I simply ask them to sit quietly in the circle. I’ve observed that even when children appear to be “doing nothing,” they are often still engaged—perhaps focusing on their breath or subtly mirroring the movements. I never interrupt the rhythm of the practice to shame a child or force participation, as these approaches create stress. My goal is always to foster calm and safety.

In my current class of 13 students, nine come from different European countries, representing nine different languages. Our common language is energy. Mindful Moments require no spoken language—only visual cues and consistent practice. Over time, these shared experiences have built trust and a willingness among students to take risks with language and learning.

How I Teach Tai Chi and Qigong in the Classroom

I introduce Mindful Moments using a simple visual: a jar filled with liquid and sparkles. I shake the jar and invite students to watch as the sparkles slowly settle. I explain that our minds work the same way, and that Mindful Moments help the “sparkles” inside us settle so we can think clearly.

We begin every morning with a Mindful Moment. I use visual posters for each exercise we have learned. Sometimes I choose the practice; other times—especially if a child seems agitated or withdrawn—I invite a student to select which one we will do. Each practice lasts approximately three to five minutes.

We regularly reflect together on how we feel afterward, helping students build awareness of the connection between movement, breath, and emotional state. Mindful Moments are also used throughout the day, particularly after transitions such as returning from recess or lunch, during conflict resolution, or whenever classroom energy feels too high.

Examples of Mindful Moments include:

• 10 Magic Fingers or “Shi Qiaoshou”, an ancient Chinese practice and 
• Tai Chi Disco, a relaxation movement
• Five Animal Frolics (Wu Qin Xi), practiced one animal at a time
• Snowy Day Breath (arms form a cloud while fingers wiggle like falling snow)
• Shake! Shake! Shake! and Screw in the Lightbulbs! (for sensing and releasing energy)
• Tensing and relaxing the hands or body three times
• One-minute standing meditation
• Body scans using the mind to move areas that feel “stuck”

Ease of Integration

Tai Chi and Qigong are simple to integrate and require very little prior experience. A designated space in the classroom with visual supports is highly recommended. With regular practice, Mindful Moments become a powerful tool for both well-being and classroom management and are effective across all grade levels.

Qigong and Tai Chi in Middle and High School: A Classroom Perspective

Ian Masse is an experienced educator with over 25 years of teaching across all grade levels. He has integrated mindfulness and well-being practices into his classroom for over 15 years. He typically teaches history at Sainte-Agathe Academy, a rural school nestled in the Laurentian Mountains in Canada, and is currently completing a four-year contract at AFNorth International School, serving children of NATO military personnel.

Ian describes his experience with classroom well-being as transformative:

“Beginning a class with well-being exercises always creates a noticeable shift in energy. When these practices are repeated consistently over time, the class becomes ‘tuned,’ much like a guitar. Each student has their own note, but after the exercises, there is harmony in the room.”

He begins classes with joint flexion warm-ups created by Grandmaster Chen Zhenglei, yoga exercises such as the Lion pose, squats, mindful breathing, and short meditations. His favorite is joint flexion, as it challenges students to coordinate breath with movement—an essential but difficult skill to master.

Ian emphasizes that students spend much of their day sitting, often through four 90-minute periods. These practices help students reconnect body and mind. Rather than teaching a rigid system, he introduces a range of approaches so students can discover what works best for them and carry those tools beyond the classroom.

While most students participate willingly, Ian encourages gently and respects individual comfort levels, allowing quiet observation when needed. Cultural background influences how students respond, with some embracing the practices immediately and others finding them unfamiliar.

He notes clear differences between age groups. High school students tend to appreciate the exercises more, as they are beginning to develop introspection and curiosity beyond themselves. Middle school students, whose energy is often outward and playful, may struggle with self-reflection and discipline—a pattern seen across all subjects at that age.