Since the passage of legislation banning corporal punishment in South African schools, disruptive behaviour in schools has become an issue of national concern. Against this background a research project was undertaken in which the types and causes of disruptive behaviour occurring most frequently in the Foundation Phase of schooling were identified, with a view to providing strategies for teachers to manage behaviour of this kind. A qualitative research approach was applied. Data collection was done by conducting interviews comprising semi-structured questions with Foundation Phase teachers. Strategies purposely devised to deal specifically with the identified types and causes of disruptive behaviour are explained.