The purpose of this qualitative study was to explore the meaning of acceptance (Thum-jai) as a culturally embedded coping strategy in the lives of Thai people who have experienced adversity that caused suffering. Thematic analysis was used to examine the responses of 47 participants to written, open-ended questions or face-to-face interviews. The EQUATOR's COREQ checklist for qualitative research was followed. Participants came from diverse religious' traditions and geographic regions throughout Thailand. Findings revealed seven themes: circumstance and emotion; thought and action; time, experience, and effort; social and moral support; religious and spiritual ethos; acceptance and hope; and survive and thrive. The adverse circumstance is central to the concept of acceptance. Before acceptance, there is often hope; yet Thai people reach an existential point whether to accept the reality of the situation or continue in distress. Purposeful approaches to deal with the event flow from the cultural contexts of spirituality and social support. Drawing upon psychological strength, Thai people undertake purposive thought and action to facilitate redirecting their lives for better mental health. Thum-jai brings release and peace of mind. Clinicians may find that people experiencing adverse life events are best served by nondirective approaches. Acceptance and change in thoughts and behaviours may come from meditation and therapeutic mindfulness practices that allow those in Western and non-Western cultures to use their own values, expressions, and societal expectations to cope with suffering and formulate effective decisions.

Life skills and personal growth in education are crucial skills and students’ core competencies to learn in this modern world. The objectives of this research were 1) to study the guidelines for developing life skills and personal growth, 2) to develop a curriculum to enhance life skills and personal growth in the situation of the coronavirus disease 2019 pandemic 3) to study the results of implementing the curriculum to enhance life skills and personal growth. The participants were 39 primary school students from a small school in Mahasarakham province. The research tools included the curriculum for enhancing life skills and personal growth, managing learning, and an observation form on life skills behavior and personal growth. The results of the study showed that 1) guidelines for developing learner competency at the basic education level on life skills and personal growth; 2) a curriculum to enhance life skills and personal growth consists of the background of the curriculum, course objectives, content arrangement, activities, measurement, and evaluation for elementary school students in the situation of the coronavirus disease 2019. The content consists of learning about the pandemic, making alcohol gel, creative problem solving, positive communication, media use, and emotional control; 3) the learners who received training from the curriculum to enhance their life skills and their own prosperity have a level of practice in life skills and personal growth at a high level. It could be stated that enhancing life skills and personal growth should encourage students in their learning development.