This study investigated the relationship between parental involvement and the psychological well-being of primary learners in selected schools in Eastern Samar. It specifically aimed to determine the level of parental involvement in terms of parenting and communicating; the level of learners’ psychological well-being in terms of emotional, social, and behavioral domains; and the significant relationship between these variables. The study utilized a descriptive-correlational research design involving Grades 4 to 6 learners and their parents from Camada Elementary School, Maydolong District, Schools Division of Eastern Samar during School Year 2024–2025. Data were collected through a validated structured questionnaire and analyzed using mean, standard deviation, and Pearson’s product-moment correlation coefficient. Results revealed that parental involvement was generally high, particularly in the parenting dimension, but only moderate in communication with the school. Learners demonstrated high emotional and social well-being but moderate behavioral well-being. Statistical analysis indicated a significant positive relationship between parental involvement and psychological well-being, with parenting showing the strongest correlation with learners’ emotional stability. The findings affirm that consistent home-based parental support and effective communication significantly contribute to the holistic well-being of learners. It is recommended that schools enhance home–school collaboration through flexible parent engagement programs and emotional development initiatives to strengthen learners’ resilience and adjustment.