Background and aims: The importance of the social, emotional and mental health needs of children and young people (CYP) is becoming more apparent, with recent government legislation and advice suggesting schools have a role in supporting the wellbeing of their students. The pastoral system is one way that schools provide such support. Form Tutors occupy a prime position within the pastoral system to provide regular and consistent social and emotional support for CYP people through Form Time sessions. However, there is limited research explaining what a Form Tutor does, how they do it and the importance or impact of their role. Furthermore, there is limited evidence regarding the nature and purpose of Form Time, despite this occupying a substantial proportion of a student’s school week. Therefore, this research aimed to investigate Form Time, the role of the Form Tutor, and Form Tutor’s views on both their role and Form Time in Secondary schools in England. Method: This study provides a broad yet rich picture of Form Tutors and Form Time using a mixed methodology in a two phase, sequential design. First, a survey was carried out of Form Tutors (N = 1,234) working across 27% of Secondary schools in England. This was followed by semi-structured interviews with Form Tutors (N = 29) who had participated in phase one of the research. Results: This study provides novel insights into the role of the Form Tutor and Form Time and strengthens the evidence base in this area. Findings from this study illustrate that the role of the Form Tutor is taken for granted and lacks clear definition. To address this, the present research provides a characterisation of an ‘ideal’ Form Tutor as encompassing five key and important features: the Form Tutor is relational and supportive, advocative, has an oversight of tutees, upholds standards, and is a conduit or ‘first port of call’ between their tutees, their parents/carers and the wider school system. Central to their role is the Form Tutor-tutee relationship which is a means for CYP to access readily available and consistent support. Findings highlight that Form Tutors feel they have a lack of training, guidance and CPD in relation to their role, along with capturing Form Tutor’s feelings that the quality and effectiveness of Form Time programmes tends to be poor. Conclusion: This study highlighted the potential of the role of the Form Tutor and Form Time in supporting the mental health and wellbeing of CYP. The Form Tutor and Form Time can provide CYP with a sense of autonomy and competence (Ryan & Deci, 2000), a sense of belonging (Allen & Kern, 2017) and a sense of community (McMillan & Chavis, 1986). This in turn may facilitate school engagement (Allen & Kern, 2017), learning and attainment (Cornelius-White, 2007; Roorda et al., 2011). The potential positive impact of this on the wellbeing of CYP (Carroll & Hurry, 2018), set in the context of the need for preventative and proactive support for CYP in terms of their mental health (NHS Digital, 2020) emphasises the unrealised potential of Form Tutors and Form Time. The implications of this study are wide: it signals the need for clear guidance in relation to the role of the Form Tutor and Form Time which has implications for government policy. This study is the first to consider the role of EPs in relation to the role of the Form Tutor and Form Time, outline what training and CPD should be available for staff in the role of Form Tutor and provide guidance in terms of good practice. It also highlights the need for schools and Form Tutors themselves to consider their vision for the Form Tutor role, Form Time and their practices and systems in relation to this.