Disruptive behaviour in classrooms is a challenge for teaching and learning. The act of disruptive behaviour by young adolescents in the contemporary classrooms is a significant cause of teachers’ stress and burnout. The current study examined the factors contributing to disruptive classroom behaviour in secondary schools of Brunei Darussalam. Data was collected through semi-structured interviews from three secondary schools in the capital city. Six local teachers teaching to age 13 to 15-year-old young adolescents were selected using purposive sampling. A total of 12 interviews were conducted to elicit information from these local teachers on the factors contributing to disruptive behaviour. A thematic analysis was carried out and the findings revealed that the teachers from the three schools identified different factors influencing the disruptive behaviour of the young adolescents in their particular classrooms. The themes emerged in the analysis include family, home environment, peer influence, social community, socioeconomic status and social media. Based on the findings of the study, the implications of these findings for teachers and future research are discussed.