Social and emotional competences are an important part of the child's development and overall functioning in its environment. Children with intellectual disabilities often encounter obstacles and difficulties in acquiring and manifesting social and emotional competences, which can have a significant impact on their behaviour. The aim of this research was to examine the connection between the presence of problem behaviours in children with intellectual disabilities and children's social and emotional competences, parental behaviours and family activities. For the purpose of this study, a sample of 66 parents of children with intellectual disabilities aged 7 to 14 years was examined. The survey was conducted through an online questionnaire containing questions on the demographic, economic and social characteristics of families and children and four measuring instruments: Questionnaire on the frequency of undesirable behaviours, The Devereux Student Strengths Assessment (DESSA), Questionnaire on the frequency of family participation in community life and Questionnaire on parental behaviour (URP 29). The results of the research confirmed the connection between higher social and emotional competencies of children with intellectual disabilities and less frequent occurrence of problem behaviours. Greater involvement of the child in family activities has been shown to be associated with less frequent auto-aggression and stereotypical behaviour. Parental permissivenes is associated with childs' more frequent aggression, auto-aggression, and destructive behavior. This research highlights the importance of stimulating and developing the social and emotional competences of children with intellectual disabilities as well as a healthy family environment, in order to prevent undesirable behaviours, but also to stimulate the child's healthy growth and development.