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How much do crisis intervener jobs pay per hour?

As of Sep 10, 2026, the average hourly pay for crisis intervener in the United States is $25.68, according to ZipRecruiter salary data. Most workers in this role earn between $20.43 and $28.85 per hour, depending on experience, location, and employer.

What does a crisis intervener do?

A Crisis Intervener is a trained professional who provides immediate support and assistance to individuals experiencing emotional, psychological, or behavioral crises. Their main role is to assess the situation, ensure the safety of all involved, and help stabilize the individual in crisis. They may offer counseling, de-escalation techniques, resources, and referrals to longer-term support services. Crisis Interveners often work in settings such as hotlines, emergency rooms, shelters, or community outreach programs. Their goal is to help individuals manage their distress and connect them with appropriate ongoing care.

What skills and qualifications are needed to be a crisis intervener?

To thrive as a Crisis Intervener, you need a background in social work, psychology, or a related field, often supported by a relevant degree or certification in crisis intervention. Familiarity with crisis hotlines, case management systems, and risk assessment tools is typically required. Exceptional communication, emotional resilience, and problem-solving abilities help build trust and effectively de-escalate high-stress situations. These skills are crucial for ensuring the safety and well-being of individuals in crisis while delivering timely and appropriate support.

What challenges do crisis interveners face and how are they supported?

Crisis Interveners often encounter emotionally charged situations, including clients experiencing severe distress or trauma. Managing personal stress and maintaining professional boundaries can be challenging, especially during high-pressure incidents. Most organizations provide access to supervision, debriefing sessions, and peer support to help staff process difficult cases and prevent burnout. Training in self-care techniques and ongoing professional development are also common to ensure Crisis Interveners feel supported and prepared.

What is the difference between Crisis Intervener vs Mental Health Counselor?

AspectCrisis IntervenerMental Health Counselor
Required CredentialsVaries; often crisis intervention training, certification programsMaster's degree in counseling or psychology, state licensure
Work EnvironmentEmergency settings, crisis hotlines, sheltersClinics, private practices, hospitals
Employer & IndustryNonprofits, government agencies, hospitalsHealthcare facilities, private practices, community agencies

While both Crisis Interveners and Mental Health Counselors work in mental health settings, Crisis Interveners focus on immediate crisis response and stabilization, often in emergency environments. Mental Health Counselors provide ongoing therapy and treatment, requiring advanced degrees and licensure. Understanding these differences helps individuals choose the right career path or service provider based on their needs.

How do I become a crisis intervener?

To become a crisis intervener, individuals typically need a high school diploma or equivalent, followed by specialized training in crisis intervention, mental health, or counseling. Certification programs are often available through mental health organizations, and strong communication, empathy, and problem-solving skills are essential for success in this role.

What cities are hiring for Crisis Intervener jobs?

Cities with the most Crisis Intervener job openings:

What are popular job titles related to Crisis Intervener jobs?

For Crisis Intervener jobs, the most frequently searched job titles are:

Infographic showing various Crisis Intervener job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 89% Full Time, 9% Part Time, and 1% Contract. Highlights an 65% Physical, 2% Hybrid, and 33% Remote job distribution, with an average salary of $53,410 per year, or $25.7 per hour.

Education Support Professional Float, (Special Education:(Deaf and Hard of Hearing Program)

South Saint Paul, MN • On-site

Intermediate School District 917
Elementary and Secondary Schools • 201 - 500 employees
Learn more about Intermediate School District 917external

$23/hr

Full-time

Re-posted 12 days ago

Job description

Position Type:
Support Staff/Special Educ Program, Classroom or Intervener Assistants
Date Posted:
6/30/2026
Location:
Lincoln Center, South Saint Paul MN
Date Available:
08/26/2026
INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING
Date Posted: June 30, 2026
Position Title: Education Support Professional (Fluency in ASL preferred)
Assignment Location: Lincoln Center, South St. Paul MN in the Deaf and Hard of Hearing Program
Hours per Day: 7.5
Schedule: 7:30 AM - 3:00 PM, 5 days a week
Anticipated Start Date: August 26, 2026
Starting At: Starting pay rate: $23.00 / hour
POSITION OVERVIEW:
Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Paraprofessional interveners work with students individually to support communication, mobility, and sensory needs during all activities throughout the school day in a center-based deaf and hard of hearing program. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The paraprofessional role is performed following District policy and State/Federal Laws.
RESPONSIBILITIES:
  • Support learners who are deafblind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout all activities in the school day in special education and/or general education settings based on learner needs.
  • Assist classroom teacher in providing instruction and managing student educational programming.
  • Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
  • Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
  • Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
  • Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
  • Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
  • Facilitate activities with a student under the direction of the teacher, therapist or other related services staff.
  • Help to maintain safety of the student and the environment.
  • Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of the student and maintain a positive work environment for all.
  • Participate in training/in-service as assigned, in accordance to the contract.
  • Performs other job-related duties, as assigned.

QUALIFICATIONS:
  1. Proficiency in American Sign Language
  2. Experience working with children who are deaf or hard of hearing and visually impaired with additional needs in the educational setting, preferred, with general knowledge of the practices, methods, and techniques used in the teaching of students.
  3. Ability to serve in a role to support both the sign language and spoken language development of learners with a hearing loss.
  4. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate's (or higher) degree, OR a passing score on the ParaPro assessment.
  5. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative, positive relationships and through the ability to follow program direction as provided by teachers and administration.
  6. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
  7. Ability to obtain PCA certification from the Department of Human Services.
  8. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
  9. Ability and desire to work with assistive technology.
  10. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
  1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
  2. Ability to support a student's full body weight up to adult size.
  3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
  4. Occasionally requires sitting, stooping, kneeling, and crouching.
  5. Ability to tolerate sudden jarring movement.
  6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
  7. Locations are generally moderately noisy.

DISTRICT PROFILE:
Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro. Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located. We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff. The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity. Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students. We serve students from birth through age 21 in a variety of special education programs located in multiple sites. Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul. At ISD 917, we belong to each other, and no one is invisible.
Mission (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
Core Values (= Drivers of Our Words and Actions)
  • Collaboration: Working together to achieve more collectively.
  • Empathy: Considering and respecting the perspective and needs of member districts, students, families and staff.
  • Innovation: Ongoing improvement of programs and services.
  • Stewardship: Managing financial and human resources carefully and responsibly.
  • Communication: Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment.
  • Integrity: Aligning our actions with our values and beliefs.
  • Personalization: Building on the strengths and addressing the unique needs of individual students.
  • Equity: Intentionally providing opportunities while removing barriers at all levels of the organization.
  • Diversity: Appreciating and valuing everyone's unique selves.

Strategic Directions (= Focus of Our Improvement Efforts)
  • Increase student achievement and engagement
  • Support and lead staff through continuous improvement
  • Deepen engagement of stakeholders through quality, equitable communication practices
  • Increase social-emotional learning and skills for students and staff
  • Increase support for ALL through inclusive practices

Intermediate School District 917 is an equal opportunity employer
Attachment(s):
  • ESP/ISP/RBT Contract 24-26

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