The study aimed to examine the relationship between digital engagement and its impact on socio-emotional skills and learning motivation among elementary learners at Ambray Elementary School during the 2025–2026 academic year. The study specifically focuses on three dimensions of digital engagement—cognitive, emotional, and behavioral—and their effects on socio-emotional competencies (self-awareness, self-management, relationship skills, responsible decision-making, and innovation skills) and learning motivation (intrinsic motivation, extrinsic motivation, and self-efficacy). Using a descriptive-correlational research design, data was collected from Grade 4 to Grade 6 students through a series of researcher-made and adapted questionnaires. The results show significant positive correlations between all three dimensions of digital engagement and the students' socio-emotional skills and learning motivation. Behavioral digital engagement was found to be the most influential factor in enhancing students' socio-emotional competencies and motivational levels. These findings suggest that active and responsible digital participation plays a crucial role in supporting the development of essential skills and motivation in young learners. The study concludes with recommendations for educators, parents, and policymakers to incorporate strategies that balance digital engagement with socio-emotional learning to foster holistic student development.