Academic stress is a growing public health concern in higher education, particularly during examination periods, when increased anxiety and psychological distress negatively affect students’ wellbeing and academic performance. In this context, scalable and accessible interventions that promote emotional regulation and reduce stress are increasingly relevant within university health promotion strategies. This study examines the perceived benefits, conditions, and limitations of dog-assisted interventions in higher education, based on the implementation of the StressLess pro-gramme at the University of Costa Rica. A mixed exploratory design was used, combining qualitative narratives with quantitative content analysis. A total of 51 videoecorded testimonies were analysed, including university students (n = 22) and professionals from diverse disciplines (n = 29). Results indicate predominantly positive perceptions across all dimensions, particularly in emotional support and stress reduction. The only statistically significant difference be-tween groups was found in emotional support, with higher ratings among students. Professionals were more likely to identify implementation conditions, risks, and potential cognitive benefits. These findings support the integration of dog-assisted interventions as complementary strategies within university public health frameworks and contribute to the limited evidence available in Latin American contexts.