This study examines the relationship between structural and pragmatic language skills, emotion regulation, and social relationships in children from socioeconomically disadvantaged backgrounds. The sample comprised 40 participants (mean age = 9 years; SD = 3.6). Language and social-emotional skills were measured using parent-reported questionnaires and standardised direct assessment tests. A quantitative, non-experimental, cross-sectional design was employed for both descriptive and inferential analyses. Results indicate that only pragmatic language skills, as reported by parents, are significantly associated with better emotion regulation and social relationships. In contrast, pragmatic skills (directly assessed using a standardised test) and structural language skills (parent-reported and directly assessed) show no significant associations with socio-emotional skills. No significant sex differences were found across the variables analysed. These findings underscore the importance of language's pragmatic component in emotional and social development. The study supports the need for interventions that foster pragmatic skills to improve children's emotional well-being and social interactions in educational settings.