<![CDATA[School discipline often prioritizes compliance and sanctions over guidance that respects students' dignity. This study analyzes the implementation of humanistic student management in strengthening discipline and school culture at SMAN 1 Sokaraja. A qualitative case study design was employed. Informants were purposively selected and included the Vice Principal for Student Affairs, a guidance and counseling teacher, a teacher or homeroom teacher, students, representatives of the Intra-School Student Organization (OSIS) and the Class Representative Council (MPK), and a parent. Data were collected through semi-structured interviews, participant observation, and document analysis and were analyzed thematically through coding, categorization, theme development, and interpretation. Trustworthiness was enhanced through source and method triangulation. The findings show that humanistic student management is implemented through preventive habituation, dialogue before decisions are made, tiered guidance, student involvement in correcting mistakes, confidentiality in counseling services, and family collaboration. A culture of discipline is reinforced through the 5S Greeting Duty Program, punctual assemblies, teacher role modeling, student leadership, and digital feedback channels. Implementation, however, is constrained by inconsistent practices among educators, public reprimands that cause discomfort for some students, limitations in teachers' emotional regulation, and differences between school and family values. The study proposes a humanistic student management cycle comprising preventive habituation, diagnostic dialogue, proportional and restorative responses, collaborative support, and organizational reflection. Sustainable discipline requires a balance among firmness, dialogue, role modeling, participation, and respect for students' dignity.]]>
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