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At Risk Youth Jobs in Adrian, MI (NOW HIRING)

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At Risk Youth information

See Adrian, MI salary details

$12

$27

$66

How much do at risk youth jobs pay per hour?

As of Aug 19, 2026, the average hourly pay for at risk youth in Adrian, MI is $27.20, according to ZipRecruiter salary data. Most workers in this role earn between $17.45 and $34.71 per hour, depending on experience, location, and employer.

What are at-risk youth?

At-risk youth are young people who are considered to have a higher probability of facing negative outcomes due to various risk factors in their lives. These factors may include poverty, exposure to violence, family instability, substance abuse, academic challenges, or involvement with the juvenile justice system. Being 'at risk' does not guarantee negative outcomes, but it means these youth may need additional support, resources, and guidance to overcome barriers and reach their full potential.

What are some common challenges faced by professionals working with at-risk youth, and how can they be addressed?

Professionals working with at-risk youth often encounter challenges such as building trust with individuals who may have experienced trauma, managing behavioral issues, and navigating complex family dynamics. Addressing these challenges requires strong communication skills, patience, and ongoing training in trauma-informed care. Collaboration with multidisciplinary teams—including counselors, social workers, and educators—can provide comprehensive support and help professionals develop effective intervention strategies.

What are the key skills and qualifications needed to thrive as a youth counselor working with at-risk youth, and why are they important?

To thrive as a Youth Counselor for at-risk youth, you need a background in psychology, social work, or counseling, often supported by a relevant degree and state licensure. Familiarity with case management software, behavioral assessment tools, and crisis intervention techniques is typically required. Outstanding soft skills include patience, active listening, cultural sensitivity, and the ability to build trust and rapport. These skills help counselors effectively support vulnerable youth, promote positive outcomes, and navigate challenging situations safely and ethically.

What is the difference between At Risk Youth vs Youth Counselor?

AspectAt Risk YouthYouth Counselor
Required CredentialsHigh school diploma or equivalent; some roles may require certifications in youth workHigh school diploma; often requires certification or degree in counseling or social work
Work EnvironmentCommunity programs, schools, juvenile facilitiesSchools, community centers, counseling offices
Employer & Industry UsageNonprofit organizations, government agencies, schoolsEducational institutions, mental health agencies, social services
Common Search & ComparisonYesYes

At Risk Youth refers to young individuals facing challenges such as poverty, family issues, or behavioral problems. Youth Counselors work directly with these youth to provide guidance, support, and intervention. While both roles focus on supporting youth, At Risk Youth is a demographic or target group, whereas Youth Counselor is a professional role aimed at assisting that group.

What job categories do people searching At Risk Youth jobs in Adrian, MI look for?

The top searched job categories for At Risk Youth jobs in Adrian, MI are:

What cities near Adrian, MI are hiring for At Risk Youth jobs?

Cities near Adrian, MI with the most At Risk Youth job openings:

At Risk Youth jobs near you
Infographic showing various At Risk Youth job openings in Adrian, MI as of August 2026, with employment types broken down into 49% Full Time, and 51% Part Time. Highlights an 100% In-person job distribution, with an average salary of $56,582 per year, or $27.2 per hour.

Job Opportunity: Graduation Coach and Virtual Mentor - Adrian Community Education Center

Adrian Public Schools

Adrian, MI

$21.88/hr

Full-time

Re-posted 4 days ago

Job description


PAYRATE
$21.88/Hr.
Total of 1,274 Hours
Funded by 31a at risk funds.
SUMMARY
Graduation Coach and Virtual Mentor to provide students with attendance and academic support in their virtual program to be successful.
The Graduation Coach and Virtual Mentor will work with at-risk students to support students in academics, attendance, and social-emotional needs.  Such strategies would be tutoring, making home visits, monitoring academic progress in courses, and other support systems. 
REPORTING RELATIONSHIPS
The Graduation Coach and Virtual Mentor reports to the Principal.
QUALIFICATIONS/REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.
ESSENTIAL DUTIES AND RESPONSIBILITIES
















  • Utilize components of a profile of characteristics of potential dropouts developed by the National Dropout Prevention Network to identify high school students at risk of dropping out.
  • In collaboration with a school's leadership, Instructional Consultant Team and other youth focused service providers help to identify, coordinate or develop appropriate community intervention services or programs.
  • Work with faculty and administrators to develop credit recovery and alternative programming options to meet the needs of at risk students.
  • Attend participate in and redeliver as appropriate all required training provided by MDE, Adrian High School and Communities in Schools.
  • Develop and implement individual, small group, and whole school intervention and prevention strategies to increase the likelihood that students will stay in school and graduate.
  • Work with student's to develop a graduation career plan that includes the best programming options to meet the student's academic needs.
  • Collaborate with middle schools to identify incoming middle school students at risk of high school failure.
  • Collaborate with teachers, counselors and or advisors to assure the continued use of the transition process for 8th graders and freshman to help students successfully adapt to the rigors of the high school.
  • Connect individual students and their parents/guardians with community organizations and programs.
  • Develop or work with local mentoring programs, business and or community coaches to connect individual student with mentors.
  • Provide support and outreach to parents/guardians of at-risk students.
  • Track the progress of individual students and subgroups as they progress toward high school.
  • Conduct and analyze on-going formative and summative evaluation data of program effectiveness.
  • Assist in the administration of student assessments (proctor).
  • Provide and or submit reports to the transformation specialist.
  • Follows all Board policies, state laws and regulations.
  • Provides support to other positions as required.


SUPERVISORY RESPONSIBILITIES
None.
REQUIRED EDUCATION and/or EXPERIENCE
1.  Three (3) to five (5) years teaching/counseling/social work/at-risk youth experience preferred.
2.  Bachelor Degree preferred.
LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES  
Ability to apply knowledge of current research and theory in specific field.  Ability to establish and maintain effective working relationships with students, staff and the community.  Ability to communicate clearly and concisely both in oral and written form.  Ability to perform duties with awareness of all district requirements and Board of Education policies.
Knowledge, skill and ability in the use of e-mail, internet, power point, spreadsheets and word processing.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision.
The demands of extended work days (coverage of building activities and extra-curricular activities, etc.) requires a high level of physical endurance.  This job requires the ability to handle and balance multiple demands at the same time.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day.
EQUAL OPPORTUNITY EMPLOYER
Adrian Public Schools is an Equal Opportunity Employer and prohibits discrimination in its policies, employment practices and programs on the basis of race, color, creed, religion, age, height, weight, marItal or familial status, gender, disability, or national origin.




































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