<p>The integration of social robots in primary school classrooms has been shown to support learning across various academic areas, yet their role in supporting social and emotional learning (SEL) remains underexplored. This scoping review examines the nature of research using social robots in classroom-based learning, with a focus on their application in supporting children’s academic, social, and emotional development. Guided by the PRISMA-ScR, seven databases were searched and identified 30 peer-reviewed studies. Most studies focused on academic curriculum-based learning areas, such as second language learning and mathematics. They also explored how factors such as robot gestures, group size, child characteristics, and session frequency shaped learning outcomes. While no studies directly examined SEL outcomes, some indirectly referenced competencies such as social awareness and relationship skills, often inferred through children’s interactions with robots. Notably, only one study targeted a SEL-related outcome, using a social robot to support learning about healthy foods and exercise, highlighting the potential to support self-management and responsible decision-making. This review underscores the potential of social robots to enhance primary education, while also calling for more methodologically robust research, particularly in SEL.</p>