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Exploring university students’ perspectives on Tai Chi for stress reduction: A qualitative study
Journal article   Open access   Peer reviewed

Exploring university students’ perspectives on Tai Chi for stress reduction: A qualitative study

Alexander Aslan, Janet Conti, Carolyn Ee, Ashley Liao, Md Nazmul Huda, Marcus A. Henning, Albert Yeung, Byeongsang Oh, Erin Mackenzie and Guoyan Yang
Mental health & prevention, Vol.40, pp.1-10
12/2025
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Published (Version of record)CC BY V4.0 Open Access
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Abstract

Anxiety Depression Mental health Stress Tai Chi University students
Background: University students often encounter substantial barriers to accessing necessary care for managing mental health challenges. This qualitative study aims to explore university students’ perspectives on Tai Chi as a potential intervention for stress reduction and overall wellbeing enhancement. Methods: Five focus groups with eighteen university students who reported stress, anxiety, and/or depression were held online between July and December 2023, covering topics related to mental health, perceptions of Tai Chi, and feedback on a proposed Tai Chi-based stress reduction program. An inductive thematic analysis was conducted using NVivo 14. Results: Three key themes were generated that included: (1) student wellbeing challenges, (2) the perceptions of Tai Chi as a potential resource for coping with demands of being a university student, and (3) enhancing relevance and engagement of students in Tai Chi. Participants highlighted Tai Chi as a promising intervention to address gaps in students’ mental health care, emphasising its potential to enhance and integrate physical and psychological health and foster social connection. However, barriers such as age-related stereotypes and the need for flexible, accessible delivery were noted as crucial to maximising student engagement and participation. The findings will inform the development of a Tai Chi-based stress reduction program. Conclusions: This study provides valuable insights into how Tai Chi is perceived by university students, which can guide future research in developing tailored mind-body interventions to enhance university students’ mental health and support overall wellbeing.

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