Social robots, understood as autonomous, physically embodied systems designed to engage in social interaction with humans, are increasingly explored for use in educational settings, are being explored as support tools in education, yet their roles beyond instruction remain under-researched. This study investigates how students and professionals envision acceptable uses for robots in secondary schools. Using a multi-method approach—including a participatory workshop, student observations, and expert interviews—we identify key expectations and role preferences. Findings suggest that acceptance hinges on role clarity, contextual fit, and non-authoritative behavior. Social robots are most accepted when designed to assist rather than supervise. The study offers design implications for socially embedded robots and highlights the value of participatory development.