<![CDATA[Student well-being is an important indicator of educational quality, particularly in primary schools where students' psychological, social, emotional, and academic needs require comprehensive support. This study examined the effects of teacher well-being management, teachers' digital literacy, and digital community collaboration on student well-being in primary schools in Sragi District, Pekalongan Regency, Indonesia, using a quantitative ex post facto design. The study involved 116 teachers from 15 public primary schools. Data were collected using structured Likert-scale questionnaires and analyzed using descriptive statistics, classical assumption tests, and multiple linear regression. The findings revealed that teacher well-being management had a positive and significant effect on student well-being (contribution 57.1%, β = .393). Teachers' digital literacy also had a positive and significant effect (50.6%, β = .350), as did digital community collaboration (57.6%, β = .330). Simultaneously, the three variables significantly influenced student well-being and explained 79.6% of its variance (R² = .796). These findings indicate that student well-being is shaped by an interconnected educational ecosystem involving teachers' professional conditions, digital competencies, and social collaboration. The study highlights the importance of integrating teacher well-being management, digital literacy development, and school–community collaboration into primary school management practices to establish supportive, inclusive, adaptive, and sustainable learning environments.]]>
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