Background: In agile software engineering team projects, effective collaboration and communication between members are essential for promoting agility and lean software development. Agile methodologies, which emphasize iterative development, collaboration and adaptability, are well suited to dynamic educational environments. However, agile teams in educational contexts often face non-technical challenges known as 'social debts' that can impede productivity and limit agility. These challenges, including miscommunication, cultural barriers, and team conflicts, are particularly significant in team-based learning setups where diverse teams must work together under tight deadlines. Objectives: This research aims to identify the root causes of 'community smells' that can lead to social debts within agile teaming environments and to introduce the concept of the 'Agile Social Software Engineer' role. Specifically, we define the 'Agile Social Guardian' remit as one of the main responsibilities of this role, dedicated to managing and mitigating social debts within educational and professional agile environments. The broader goal is to customize welfare services for large and compulsory courses to improve the student experience and enhance learning effectiveness. Study Methods: We present empirical evidence on the positive impact of the Agile Social Guardian, based on a comprehensive study involving 88 agile teams and over 700 team members, as part of an extensive investigation within an educational context. Our research methodology encompasses two key phases: empirical evaluation and practical implementation of the proposed Agile Social Guardian approach within educational setup. Findings: The study introduces a novel approach to improving team collaboration and project performance in agile education, filling a gap in the existing research and offering recommendations that extend beyond classroom and training setups. We propose a taxonomy of common causes that could lead to community smells within agile teams, which may result in social debts. Furthermore, we identify the key characteristics of the Agile Social Guardian role, which are critical in both educational and professional agile environments, and provide implementation guidelines and best practices. Conclusions: This work demonstrates the significant benefits of addressing human-centric challenges, including social debts, in credit-bearing agile training. It also underscores the need for customized welfare support in educational setups, especially for large and diverse classrooms. Our findings suggest that the Agile Social Guardian has the potential to enhance both student learning experiences and team productivity in various agile contexts. Furthermore, this framework can be adapted to other team-based learning environments, offering a path towards more effective and inclusive educational practices.