With the New Zealand Ministry of Educations’ emphasis upon e-Learning in educational settings, and the correlating increase in approaches to learning with digital technologies in New Zealand primary schools, primary school-aged students in New Zealand are increasingly using digital devices in school settings and at a progressively earlier age. As availability of digital devices outside of school also increases and the boundaries between usages blur, there is an imperative to prepare primary them to use digital devices safely and responsibly across multiple contexts, and for multiple purposes. Implementing a school-wide, cross-sector, multi-stakeholder approach has been proposed as the most effective way to prepare young people in this area. However, little is known about how such an approach is actualized in primary school settings, and the benefits and challenges associated with its adoption. Drawing upon ecological systems theory, this interpretive case study will examine how one New Zealand primary school addresses digital safety and responsible use within the school ecosystems community, how they engage with individuals, groups or organizations situated within other ecosystem communities, and the drivers, enablers, barriers and tensions they experience within these endeavours.