The aim of this study is to deepen the knowledge of the significance of mentors presence for the psychosocial work in the school. The study is qualitative and was done with seven semi structured interviews. We interviewed six mentors and one school counselor all from the same school. The mentors have worked for almost one year and is a new profession in the school that has taken over the teacher's assignment as a mentor. The mentors main task is to be the students’ primary contact between the students and the school. The results we found shows that the mentors have contributed with more psychosocial knowledge which has enabled the school to reach more students and to meet more of the students’ needs. The results shows that the school counselor didn’t have as much time before with the preventative work in the school, but with the mentors’ help the preventive work in the school has increased. The results also shows that it’s many times a fine line between the mentors and the school counselor in the way they work. For example several of the mentors provide the students with counseling, like the school counselor do. The line shifts though, depending on the education and experience of the mentor. Finally, the results show that the mentors’ presence has a significant role on the psychosocial work in the school, because both mentors and the school counselor are all working together for the students wellbeing.