The aim of this article is to discuss guidelines for support staff experiencing aggression in schools and to develop an approach for the support staff to deal with aggression to facilitate their mental health. The researchers explored the experience of aggression of the support staff in a chosen school by conducting phenomenological, unstructured interviews. Focus groups were also conducted for the purpose of data collection.The interviews and focus groups were audiotaped and transcribed verbatim. The data was analysed according to Tesch's method. Guba's model for the validity of qualitative research was used.One central idea was identified from the data collected and this was that the support staff were not seen as human beings in their work environment.Four recurrent themes were identified:1. Isolation of the support staff from the rest of the school2. Unsafe work environment3. Unfair work practice4. Psychological breakdown of the support staffIt was evident from the findings of the research that the support staff experience aggression on an emotional level. Emotional aggression is described as a form of abuse based on power and control. Themes were discussed and recommendations were made to the management of the school as well as the support staff to change the situation and facilitate the mental health of the support staff.The results of the interviews were utilised to formulate guidelines to facilitate the mental health of the support staff with regard to aggression in schools.