In the context of rising student wellbeing challenges, supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students work with their emotions in their learning in a positive manner. As such, they offer opportunities to develop resilience and enhance wellbeing. Using two case studies of student-faculty assessment dialogue and student-led peer teaching during fieldwork, we evidence that transformation comes through the intellectual and emotional joys and struggles of learning in ‘borderland’ spaces of partnership. As such, we argue that partnership working might maximise the potential for sustainable learning and academic success.