Executive functions and empathy are crucial components of human behaviour and social interaction. Executive functions include cognitive processes such as planning, flexibility, impulse control, and working memory, which enable individuals to adapt to new situations, solve problems, and achieve goals. Empathy, on the other hand, represents the ability to understand and share the feelings of others, which is essential for establishing and maintaining healthy interpersonal relationships. These two components are interconnected, as effective executive functions can facilitate emotion regulation and promote empathy in children, thereby influencing their development. Understanding their relationship can provide important insights into the development of social skills and emotional health in both children and adults. The aim of this study was to examine the relationship between executive functions and empathy in school-aged children. The study involved 66 children from fourth to sixth grade of primary school and 66 parents. Two questionnaires were used: the BRIEF-2 questionnaire for the parents, and the Emotional Empathy Scale and the Imagination Scale. Based on the obtained results, it was found that girls and boys differ in levels of executive function abilities, as well as in levels of empathy. Boys, compared to girls, showed a higher level of problems with executive functions, while girls achieved better results. Additionally, girls displayed a higher level of empathy compared to boys. Furthermore, no significant correlation was found between executive functions and empathy; such results could be attributed to the limited age range of the participants and the method of measuring executive functions (parental assessments). A significant positive correlation of moderate size was found between empathy and imagination.