The aim of the study was to examine whether there are differences in social and emotional competencies between primary school-age children with ADHD and their typical peers and whether there are differences in the frequency of family participation in joint activities and community life between families of children with ADHD and families of typically developing children according to parental assessment. Finally, the aim was to examine the association of the frequency of family participation in joint activities and community life with the level of social and emotional competencies in children with ADHD and in typically developing children according to parental assessment. A total of 56 respondents participated in the study; parents of children with ADHD and parents of children of typical development. 28 subjects with children of typical development belonged to the control group and 28 subjects with children with ADHD belonged to the experimental group. The research was conducted online, by the method of random causation. The results show a statistically significant difference in social and emotional competencies between children with ADHD and children of typical development, which is consistent with previous research that states that impaired social and emotional competencies of children with ADHD are associated with symptoms of impulsivity, hyperactivity and inattention. There was no statistically significant difference between the families of children with ADHD and the families of children of typical development on the Questionnaire of the frequency of family participation in joint activities and community life. The results can be explained by research which states that although families of children with disabilities face greater challenges and stress, they still function at the same or almost the same level as traditional families without children with disabilities. Therefore, they are involved in joint family activities as often as the families of children of typical development. A statistically significant moderate positive association was found between the frequency of family participation in joint activities and community life and social and emotional competencies of children with ADHD, while in children of typical development such an association was not shown. These findings are valuable for professionals who work daily with children with ADHD and their families. It is important that professionals recognize that the foundations of social and emotional competencies are established in the family and therefore emphasize to parents of children with ADHD the importance of joint family activities and encourage them to provide a variety of leisure activities outside and inside the home to help children with ADHD had the opportunity to gain different experiences and develop social and emotional competencies to their full potential.