<p>Children with learning disabilities (LD) often exhibit lower emotional intelligence (EI) and social intelligence (SI) than children without LD. While individual characteristics are commonly discussed in the LD literature, there has been limited research on how family factors such as family violence (FV) impact their EI and SI. This study sought to address this void, investigating whether FV mediates the relationship between LD status and children’s EI and SI. Using nationally representative longitudinal data from Taiwan (2014–2016), this study analyzed responses from 3,737 children aged 10–12, of whom 104 identified with LD. Measures included self-reports on EI, SI, and two types of FV (physical and psychological). Hierarchical regression and regression-based mediation analysis were conducted using the PROCESS macro for SPSS, controlling for gender, psychological symptoms, and having witnessed interparental violence. Results indicated that children with LD reported significantly lower EI and SI and higher exposure to psychological and physical violence. Mediation models revealed a significant indirect pathway through psychological violence in the LD–EI model. In the LD–SI model, family violence partially mediated the association between reported LD status and SI; specifically, psychological violence showed a negative indirect pathway, whereas physical violence showed a small positive indirect pathway. These findings highlighted psychological violence as a significant risk factor that impacts the emotional and social functioning of children with LD. They also emphasized the importance of addressing family factors such as family violence and the need to develop more effective trauma-informed interventions for individuals with LD.</p>