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Job outlook for life enrichment coordinators in the United States
Are life enrichment coordinator jobs in demand?
Life enrichment coordinator job and salary trends over time
Life enrichment coordinator jobs over time
Life enrichment coordinator job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 335 | 0.00% |
| 2020 | 336 | 0.00% |
| 2019 | 340 | 0.00% |
| 2018 | 329 | 0.00% |
| 2017 | 323 | 0.00% |
Average life enrichment coordinator salary over time
Life enrichment coordinator salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $33,516 | $16.11 | +2.6% |
| 2024 | $32,677 | $15.71 | +3.9% |
| 2023 | $31,456 | $15.12 | +1.9% |
| 2022 | $30,869 | $14.84 | +4.1% |
| 2021 | $29,648 | $14.25 | +3.2% |
Life enrichment coordinator jobs by state
Most common states for life enrichment coordinators
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 143 | 21% |
| 2 | Kansas | 2,913,123 | 585 | 20% |
| 3 | North Dakota | 755,393 | 151 | 20% |
| 4 | Delaware | 961,939 | 177 | 18% |
| 5 | Arkansas | 3,004,279 | 473 | 16% |
| 6 | New Mexico | 2,088,070 | 330 | 16% |
| 7 | Idaho | 1,716,943 | 263 | 15% |
| 8 | South Dakota | 869,666 | 128 | 15% |
| 9 | Alaska | 739,795 | 99 | 13% |
| 10 | Massachusetts | 6,859,819 | 775 | 11% |
| 11 | Alabama | 4,874,747 | 555 | 11% |
| 12 | Oklahoma | 3,930,864 | 444 | 11% |
| 13 | Rhode Island | 1,059,639 | 96 | 9% |
| 14 | Vermont | 623,657 | 55 | 9% |
| 15 | Maryland | 6,052,177 | 454 | 8% |
| 16 | New Hampshire | 1,342,795 | 113 | 8% |
| 17 | Montana | 1,050,493 | 84 | 8% |
| 18 | Wyoming | 579,315 | 45 | 8% |
| 19 | Virginia | 8,470,020 | 589 | 7% |
| 20 | Minnesota | 5,576,606 | 395 | 7% |
Most common cities for life enrichment coordinators
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Lenexa | 2 | 4% | $29,687 |
| 2 | Amherst | 1 | 3% | $34,259 |
| 3 | Manitowoc | 1 | 3% | $32,797 |
| 4 | Ocala | 1 | 2% | $25,545 |
| 5 | Shawnee | 1 | 2% | $29,707 |
| 6 | Overland Park | 1 | 1% | $29,671 |
| 7 | Wyoming | 1 | 1% | $30,269 |
| 8 | San Francisco | 2 | 0% | $46,112 |
| 9 | Chicago | 1 | 0% | $30,452 |
| 10 | Colorado Springs | 1 | 0% | $31,168 |
| 11 | Denver | 1 | 0% | $31,258 |
| 12 | Fort Wayne | 1 | 0% | $24,515 |
| 13 | Montgomery | 1 | 0% | $24,309 |
Life Enrichment Coordinator job outlook: Expert opinions
Our panel of life enrichment coordinator experts
Angelo State University
Seattle University
East Tennessee State University
American University
Jeremy St. John
Associate Professor of Management Information Systems and Department Chair of Accounting, Economics, and FinanceAngelo State University
Accounting And Related Services
What Life Enrichment Coordinator skills would you recommend for someone trying to advance their career?
Jeremy St. John: I think reliability has become one of the most sought-after skills. Showing up on time and having a good work ethic are highly sought after skills. More and more I am hearing from my students that the employers want them to be able to use AI at work. Students able to work with AI are telling me things like "my boss says I am the most productive employee, and it is because I use AI to help me do the work." If the ability to work with AI can make you the most productive employee in the eyes of your employer, that is an important skill to have. Technical skills should continue to be in demand. People-skills, critical thinking, and systems thinking are already in demand and I think they will grow in importance simply because they complement AI.
Theresa Earenfight Ph.D.
Professor of History, Director, Women, Gender, and Sexuality Studies ProgramSeattle University
History Department
Will there be an enduring impact of the coronavirus pandemic on Life Enrichment Coordinators?
Theresa Earenfight Ph.D.: As a historian of the European Middle Ages, I'm struck by how students this past year have acquired something scarce: historical empathy. The past can seem so remote, so very different from our lived experiences today, and this can make history seem irrelevant. But this fall, I was teaching a section on the bubonic plague, which historians of medicine now know was a global pandemic, not just an epidemic in Europe. Usually, students are fascinated by the gruesome medical details, but not this group.
They did not need or want to look death in the eyes. They wanted to know how did people react? How did they get back to normal? When we ticked off the list of reactions--fear, distrust of science (such as it was in 1348), xenophobia, scapegoating, economic collapse, hoarding supplies, turn to religion, gallows humor about worms crawling about corpses--they got it. When we talked about the aftermath--eat, drink, be merry, and protest the inequality--they got it. That is historical empathy, and I'm sad that this was how it had to be learned, but it will give them broader compassion that can encompass people alive today.
Will there be an enduring impact of the coronavirus pandemic on Life Enrichment Coordinators?
Dr. Frederick Gordon Ph.D.: Graduate students will need to refocus on the changing institutional role, being both remote and in-person, and impacting agency goals and performance.
How do you envision technology impacting Life Enrichment Coordinators in the next 5 years?
Dr. Adelaide Kelly-Massoud: Well, every teacher and teacher candidate was thrust into distance learning. Misguided attempts to foster understanding often leaned our adult distant learning pedagogy. Teachers, and those who prepare teachers, found their job to research, define, design, and implement meaningful teaching and learning using a virtual platform. Words such as synchronous and asynchronous are now a part of our everyday vernacular. But there is a much more optimistic change on the horizon that we can thank coronavirus for.
Communication and collaboration have been forced to change. Parents and Teachers are more connected and have been put in a position to leverage technology to build networks of support and consistent dialog. I urge teachers to leverage this in their future as we work to reopening schools; we should learn from this experience to leverage technology to keep us connected.