<![CDATA[The digital transformation in education has brought significant changes to students' learning environments, including the emergence of various new risks such as cyberbullying, exposure to negative content, and misuse of digital technology. These conditions require educational units to develop school environments that are not only physically and socially safe, but also safe in the digital space through the implementation of the Child-Friendly School (SRA) concept. The success of SRA implementation is greatly influenced by the effectiveness of the principal's management in managing various programs related to the protection and fulfillment of children's rights in the school environment. This study aims to analyze the effectiveness of principal management in realizing SRA in the digital era in elementary schools in Purwakarta Regency. The study used a qualitative approach with descriptive methods. Data collection was carried out through in-depth interviews, observations, and documentation studies with principals, teachers, students, and other related parties. Data analysis was carried out using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the SRA program at SD Negeri 1 Pondokbungur and SD Negeri 2 Sindangkasih has been carried out through the application of management functions including planning, organizing, implementing, and monitoring as stated in the POAC concept proposed by George R. Terry. During the planning stage, schools develop various programs, including anti-bullying activities, digital literacy, and fostering a positive school culture. The organizational stage involves the formation of a SRA team involving the principal, teachers, and other school members. Program implementation is realized through various character-building activities, child protection outreach, and the wise use of digital technology. Program oversight is carried out through regular monitoring and evaluation by the principal and the SRA team. Program implementation still faces several obstacles, including limited understanding of the comprehensive SRA concept among some teachers, limited supporting infrastructure, and suboptimal parental involvement in supporting school programs. Efforts to overcome these obstacles include increasing program outreach, strengthening coordination among school members, and developing a collaborative culture to create a safe and child-friendly educational environment in the digital era.]]>
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