This study investigates how lecturers in higher education can respond to and reduce student disengagement during lectures. Drawing on qualitative data from semi-structured interviews with experienced faculty members at Lund University, the project explores typical unengaged behaviors such as students sleeping, using devices for non-academic purposes, or talking during class, and how lecturers perceive and address these challenges. Three main cases were presented during the interviews to prompt reflection on how educators react emotionally and pedagogically to such behaviors. Findings show that lecturers often choose not to intervene directly unless the behavior disrupts the learning environment for others. While reactions vary based on class size, course type (mandatory vs. elective), and teaching experience, many participants emphasize maintaining a professional distance, fostering interactive elements in their lectures, and recognizing students’ autonomy in managing their learning. Strategies like relevance framing, peer interaction, and varied teaching formats are employed to enhance engagement. The interviews also highlight how some lecturers’ attitudes toward disengagement evolve, shifting from frustration to acceptance. The study concludes by proposing a balanced approach that supports student agency and lecturer well-being, emphasizing the importance of reflective teaching practices in navigating disengagement.
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