Recent research in the domain of social robotics suggests that there is potential to support students in their learning and well-being, within a tertiary education context, through engagement with a social robot.  For example, a review by Youssef et al (2023) presents a variety of applications for social robotics in education, noting the potential of social robots for learning assistance and language learning. The use of social robotics as conversation catalysts in discussed in Huili (2025), while Johal et al. (2022) identified personalized learning as a key area for future research, noting that the affective nature of the robot was considered important for learner interaction. Popular robots such as Pepper© and Nao© are frequently chosen for research in social robotics, because of their expressive body movements and personality traits, (see Velentza et al. (2021) and Belpaeme and Tanaka (2021) for examples). However, robots such as these are quite expensive, therefore social robots such as Zenbo© and Buddy© are more accessible and often used to explore how social robotics could support students through task-based scenarios and affective interactions. This presentation will provide an overview of a research project involving senior faculty from the disciplines of Engineering, Education and Social Sciences, who introduced a social robot (Buddy©) to students on campus, inviting them to interact with the robot to complete specific tasks. The presentation will also share feedback from students, gathered via an anonymous questionnaire to capture key insights into students perceptions of and reactions to social robots as a tool to support learning and student well-being.