Minimalism is an increasingly popular low-consumption lifestyle whereby people deliberately live with fewer possessions. Proponents of minimalism claim the lifestyle offers a myriad of wellbeing benefits, including happiness, life satisfaction, meaning, and improved personal relationships, however, to date there has been no scientific study examining these claims. The current study aims to take a step towards rectifying this, by exploring the experiences of people living a minimalistic lifestyle. Ten people who identify as minimalists participated in semi-structured interviews to discuss their experience of minimalism and wellbeing. The data was collected and analysed using grounded theory methods. All participants reported that minimalism provided various wellbeing benefits. Five key themes were identified in the study: autonomy, competence, mental space, awareness, and positive emotions. Findings align with previous research examining voluntary simplicity, pro-ecological behaviours, and materialism, and offer new insights into the benefits of low-consumption lifestyles. The results have multidisciplinary implications, from positive psychology to education, business, marketing, economics, conservation and sustainability, with the potential to impact future research, policy, and practice.

As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.

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