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Job outlook for student support services in the United States
Are student support services jobs in demand?
Student support services job and salary trends over time
Student support services jobs over time
Student support services job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 869 | 0.00% |
| 2020 | 872 | 0.00% |
| 2019 | 882 | 0.00% |
| 2018 | 856 | 0.00% |
| 2017 | 838 | 0.00% |
Average student support services salary over time
Student support services salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $40,195 | $19.32 | +2.6% |
| 2024 | $39,189 | $18.84 | +3.9% |
| 2023 | $37,724 | $18.14 | +1.9% |
| 2022 | $37,020 | $17.80 | +4.1% |
| 2021 | $35,556 | $17.09 | +3.2% |
Student support services jobs by state
Most common states for student support services
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 232 | 33% |
| 2 | Vermont | 623,657 | 204 | 33% |
| 3 | New Hampshire | 1,342,795 | 407 | 30% |
| 4 | Nebraska | 1,920,076 | 554 | 29% |
| 5 | Washington | 7,405,743 | 1,782 | 24% |
| 6 | South Dakota | 869,666 | 209 | 24% |
| 7 | Arkansas | 3,004,279 | 663 | 22% |
| 8 | Missouri | 6,113,532 | 1,299 | 21% |
| 9 | Kentucky | 4,454,189 | 787 | 18% |
| 10 | New Mexico | 2,088,070 | 372 | 18% |
| 11 | Alaska | 739,795 | 132 | 18% |
| 12 | Iowa | 3,145,711 | 531 | 17% |
| 13 | California | 39,536,653 | 6,334 | 16% |
| 14 | South Carolina | 5,024,369 | 816 | 16% |
| 15 | Hawaii | 1,427,538 | 234 | 16% |
| 16 | Delaware | 961,939 | 151 | 16% |
| 17 | Minnesota | 5,576,606 | 864 | 15% |
| 18 | Alabama | 4,874,747 | 702 | 14% |
| 19 | Oklahoma | 3,930,864 | 545 | 14% |
| 20 | Nevada | 2,998,039 | 415 | 14% |
Most common cities for student support services
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Fairbanks | 3 | 9% | $29,176 |
| 2 | Land O Lakes | 2 | 6% | $40,429 |
| 3 | Dover | 1 | 3% | $45,461 |
| 4 | Battle Creek | 1 | 2% | $35,520 |
| 5 | New Brunswick | 1 | 2% | $43,759 |
| 6 | Pueblo | 1 | 1% | $37,034 |
| 7 | San Francisco | 2 | 0% | $53,257 |
| 8 | Buffalo | 1 | 0% | $43,757 |
| 9 | Chicago | 1 | 0% | $40,299 |
| 10 | Houston | 1 | 0% | $33,328 |
| 11 | Miami | 1 | 0% | $42,571 |
Student Support Services job outlook: Expert opinions
Our panel of student support services experts
North Dakota State University
Seattle University
East Tennessee State University
American University
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Montana State University
Joel Hektner Ph.D.
Professor and Department HeadNorth Dakota State University
Human Development and Family Science
What soft skills should all Student Support Services possess?
Joel Hektner Ph.D.: Interpersonal skills, communication, ability to work collaboratively. Respect for individual and cultural differences.
What skills will help Student Support Services earn the most?
Joel Hektner Ph.D.: The ability to adapt your skills to the context you are in.
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 Student Support Services?
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 Student Support Services?
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 Student Support Services 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.
Will there be an enduring impact of the coronavirus pandemic on Student Support Services?
Dr. Adelaide Kelly-Massoud: How could there not be? The coronavirus era's teacher candidates are leveraged to be the most influential teachers in our nation's history. I believe this to be true. Children, across the country and world, have been exposed to social isolation, a disruption in learning, political, and social unrest. Now, more than ever, students, ALL students, need teachers who can create the therapeutic learning environments that will allow students to thrive once again. Access and inequity have long plagued our academic system and led to significant and horrifying achievement gaps. The coronavirus forced that outside education to see the disparities play out on their television screens and social media feeds. As the quarantine lifestyle became the new norm, the divide grew. Those who could, and were willing to pay, could maintain face-to-face instruction, while others struggle to get access to technology.
Students whose academic career is driven by the goal setting and progress monitoring, often used in special education, were sent home for parents and teachers struggling to find a way to make things work. Enduring impacts on our graduates aren't all negative. I think teacher candidates that worked through the coronavirus and pursued a degree and have both a level of commitment and a clear image of teaching demands. I believe they saw first-hand how bad things can be and how vital their role is. I am optimistic that a silver lining to a terrible year is that teacher candidates persevered for their future students and that this quality is now deeply ingrained in their craft.
What type of skills will young Student Support Services need?
Mariah Stopplecamp: These upcoming graduates will face challenges that most of us have yet to see. There are hiring freezes across industries, and many companies are remaining fully remote. Young graduates should be very advanced in their tech skills and be incredibly self-motivated because they will be most likely working remotely. Having a job force that can adapt and embrace the virtual working experience is vital to the success of the company. The more data analytics skills a young graduate can obtain is also a very big draw for employers.
Are there any particularly good places in the United States for Student Support Services to find work opportunities?
Mariah Stopplecamp: Right now, we see companies in larger metropolitan areas being the hubs of employment for recent grads. These are the companies that are large enough to survive the fiscal challenges that COVID has provided. These larger metro areas are working remotely, currently, and are providing recent grads the flexibility to stay located where they are.
How do you envision technology impacting Student Support Services in the next 5 years?
Mariah Stopplecamp: We have already seen a boom in the use of technology due to COVID. People are now proficient at virtual meetings, Zoom or WebEx, electronic signatures, and more efficient document storage and organization. In the future, hopefully, we will have a strong job force that can embrace and adapt to changes in technology. This allows industries and companies to positively grow and become more creative in their designs and problem-solving skills.