<p>Social-emotional competence is critical for navigating an uncertain society. However, research on its development and underlying mechanisms among preschool children with special needs in China remains relatively limited. This study aimed to elucidate the dual moderating pathways through which parental emotion regulation abilities influence the social-emotional competence of preschool children with special needs by examining how these relationships are moderated by caregiving arrangements and diagnostic categories. Using a cross-sectional design, 486 parents of preschool children with special needs were assessed using the Parental Emotion Regulation Ability Scale and Social-Emotional Competence Scale for Preschool Children. The results revealed that parental emotion regulation ability significantly and positively predicted the social-emotional competence of the preschool children with special needs. Caregiving arrangements significantly moderated the relationship between parental emotion regulation ability and the children’s social-emotional competence. Specifically, compared to grandparent-parent co-caregiving, parent-dominant caregiving exhibited a stronger predictive effect on this relationship. Additionally, diagnostic categories moderated this relationship, and the predictive effect was strongest for children with autism spectrum disorder, followed by those with intellectual disabilities, and weakest for children with sensory impairments. The research findings provide robust empirical evidence that supports the development of a family support system aimed at enhancing the social-emotional competence of preschool children with special needs.</p>