Decades of research have repeatedly highlighted the relations between academic achievement and family contexts, such as socioeconomic status and immigration. Children facing such educational risks as well as those with learning and attention disorders encounter several challenges. A broad body of research emphasizes the relevance of self-regulated learning (SRL) for educational success. This study investigates the use of SRL strategies and metacognitive knowledge among students with educational risks. SRL among young learners was assessed using a multimethod approach. Results indicate relations with parents‘ socioeconomic status and self-reported SRL strategy use. Regarding immigration, results show that children from immigrant backgrounds show higher SRL strategy use in self-reports. Analyses also indicated associations of learning difficulties with lower SRL measured with the parent rating. No relations were found between the various risk factors and students' metacognitive knowledge. These findings offer first insights into the relations between SRL and educational risks, providing a basis for tailored interventions to enhance SRL.