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Job outlook for support services coordinators in the United States
Support services coordinator job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected support services coordinator job growth rate is 12% from 2018-2028.
About 52,400 new jobs for support services coordinators are projected over the next decade.
Support services coordinator salaries have increased 13% for support services coordinators in the last 5 years.
There are over 51,849 support services coordinators currently employed in the United States.
There are 165,302 active support services coordinator job openings in the US.
The average support services coordinator salary is $39,440.
Are support services coordinator jobs in demand?
Support services coordinator job and salary trends over time
Support services coordinator jobs over time
Support services coordinator job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 51,849 | 0.02% |
| 2020 | 52,050 | 0.02% |
| 2019 | 52,639 | 0.02% |
| 2018 | 51,058 | 0.02% |
| 2017 | 49,988 | 0.02% |
Average support services coordinator salary over time
Support services coordinator salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $39,440 | $18.96 | +2.6% |
| 2024 | $38,453 | $18.49 | +3.9% |
| 2023 | $37,016 | $17.80 | +1.9% |
| 2022 | $36,326 | $17.46 | +4.1% |
| 2021 | $34,889 | $16.77 | +3.2% |
Support services coordinator jobs by state
Most common states for support services coordinators
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 373 | 54% |
| 2 | South Dakota | 869,666 | 319 | 37% |
| 3 | Massachusetts | 6,859,819 | 2,109 | 31% |
| 4 | New Mexico | 2,088,070 | 639 | 31% |
| 5 | Maine | 1,335,907 | 408 | 31% |
| 6 | Delaware | 961,939 | 302 | 31% |
| 7 | Washington | 7,405,743 | 2,126 | 29% |
| 8 | Alaska | 739,795 | 215 | 29% |
| 9 | Minnesota | 5,576,606 | 1,573 | 28% |
| 10 | North Dakota | 755,393 | 207 | 27% |
| 11 | Alabama | 4,874,747 | 1,163 | 24% |
| 12 | Iowa | 3,145,711 | 762 | 24% |
| 13 | Arkansas | 3,004,279 | 729 | 24% |
| 14 | Idaho | 1,716,943 | 407 | 24% |
| 15 | Oklahoma | 3,930,864 | 890 | 23% |
| 16 | West Virginia | 1,815,857 | 414 | 23% |
| 17 | Vermont | 623,657 | 143 | 23% |
| 18 | New Hampshire | 1,342,795 | 292 | 22% |
| 19 | Michigan | 9,962,311 | 1,952 | 20% |
| 20 | South Carolina | 5,024,369 | 1,010 | 20% |
Most common cities for support services coordinators
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Davie | 22 | 22% | $43,461 |
| 2 | Lynn | 3 | 3% | $41,580 |
| 3 | Waltham | 2 | 3% | $41,858 |
| 4 | Alpharetta | 1 | 2% | $34,050 |
| 5 | Council Bluffs | 1 | 2% | $35,691 |
| 6 | Anaheim | 2 | 1% | $40,838 |
| 7 | Albany | 1 | 1% | $34,651 |
| 8 | Ann Arbor | 1 | 1% | $34,298 |
| 9 | Dayton | 1 | 1% | $32,842 |
| 10 | Evansville | 1 | 1% | $31,133 |
| 11 | Gaithersburg | 1 | 1% | $41,096 |
| 12 | Arlington | 1 | 0% | $37,360 |
| 13 | Atlanta | 1 | 0% | $34,116 |
| 14 | Baltimore | 1 | 0% | $41,693 |
| 15 | Boston | 1 | 0% | $41,872 |
| 16 | Chicago | 1 | 0% | $39,497 |
| 17 | Des Moines | 1 | 0% | $35,908 |
Support Services Coordinator job outlook: Expert opinions
Our panel of support services coordinator experts
Connecticut College
Heidelberg University
Brigham Young University
Austin Community College
Wichita State University
Marshall University
Seattle University
Pacific Lutheran University
Boston University
American University
Frostburg State University
Tacoma Community College
How have salaries changed over time for Support Services Coordinators?
Julia Kushigian Ph.D.: As demand has increased, salaries have risen tremendously to try and keep pace. In fields like education, business, health care, government, social services, service related employment, law, etc., salaries have improved year over year to stay competitive.
What are the biggest trends we'll see in the Support Services Coordinator job market given the pandemic?
Julia Kushigian Ph.D.: The exciting trends for students graduating in Hispanic Studies and for those already in the job market are the potential benefits of a remote learning anticipated years ago through pedagogical tools designed by those in language, literature and culture. The interactive formulas, ability to engage participants and broaden the definition of language learning to include cultural studies of a variety of professional fields were already in the works and Covid was the impetus to move even faster. We know from a variety of studies, including a major report by the American Council of Teachers of Foreign Languages, for example, that 9 out of 10 U.S. employers rely on employees with language skills other than English. Spanish being in high demand is the most sought after language. Of course, beyond the more obvious benefits of being bilingual ("Why Bilinguals are Smarter" NYT 2012) are the less obvious of being adept at solving certain mental problems, thriving in ambiguity, flexibility with unknowns and the potential to stave off dementia later in life.
What certifications/licenses/courses can have the biggest impact for Support Services Coordinators?
Julia Kushigian Ph.D.: A 4-year degree with a major in Hispanic Studies, a certificate from an International Studies Center (at Connecticut College the Center for International Studies in the Liberal Arts with an ACTFL ranking of Advanced, a local or global internship in the foreign language and/or foreign culture, nationally recognized ACTFL cerntification, translation licensing.
Paige Atterholt
Adjunct ProfessorHeidelberg University
What's a good job out of college for Support Services Coordinators?
Paige Atterholt: A good job out of college is a job that you feel passionate about because I believe your happiness comes first. Being in the world of education, a good job in my eyes is a job that you enjoy going to every day, want to make an impact, and enjoy the time you have with your students.
What will help Support Services Coordinators increase their earning potential?
Paige Atterholt: There are many ways a teacher can increase their earning potential. This can be done through continuing education, maybe looking at a Masters or more to move up on the pay scale. Teachers can advise student council, tutoring, or even look at coaching to earn more money. There's vast opportunities in the world of education! Schools always need teachers who are well-rounded.
Will there be an enduring impact of the coronavirus pandemic on Support Services Coordinators?
Paige Atterholt: I think now, being in year 2 of the pandemic, I think if anything there will be more jobs for graduates. Just looking through the jobs online, there are many opportunities for graduates to get a job. I think the older community retired when things got bad, which opened the door for the younger generation.
How have salaries changed over time for Support Services Coordinators?
Dr. Stephen Duncan Ph.D.: The human sciences continue to be at the lower salary ranges of professional positions. Never will they rival our friends in engineering and other technical fields. Starting salaries at the bachelor's level are similar to elementary and secondary school teachers, and have followed their pattern over a number of years.
What soft skills should all Support Services Coordinators possess?
Dr. Stephen Duncan Ph.D.: Graduates should know how to get along collaboratively, having strong interpersonal skills, empathy for others' circumstances. In the School of Family Life, we not only stress thinking, writing, and numeracy skills and data organization, but interpersonal skills of clear speaking and listening, engaging with others, and working collaboratively on a team.
Will there be an enduring impact of the coronavirus pandemic on Support Services Coordinators?
Stuart Greenfield Ph.D.: According to the National Student Clearinghouse estimates for Fall 2018-Fall 2020, Nscresearchcenter, enrollment inf post-secondary institutions declined by 703.9K. Of this decline, 621.4K (88.3%) were attributed to Public 2-year institutions.
What certifications/licenses/courses can have the biggest impact for Support Services Coordinators?
Stuart Greenfield Ph.D.: According to the Bureau of Labor Statistics' Occupation Outlook, half the twenty fastest jobs, BLS, require only a high school diploma. The three fastest-growing jobs, Care Aides, Fast-food workers, and Cooks, only require a high school diploma.
The health care sector has been and will continue to be the fastest-growing sector in the economy. Many of these occupations require certifications. The health care sector's growth should provide community colleges an area for growth as they can provide health care training at an affordable cost.
The Philadelphia Fed has a tool, Philadelphiafed, that shows what training/skills are required for job seekers to improve their earnings.
What soft skills should all Support Services Coordinators possess?
Stuart Greenfield Ph.D.: Given the changing demographics that the country has experienced, the entire education continuum must change. According to the Brookings Institution, Brookings, the non-Hispanic White population in the under 18 cohort since 2000 has declined.
As you'll note from the occupations that are projected to increase the greatest, most require face-to-face contact, so that soft-skills will be necessary. I would also expect that critical thinking skills will be needed as more responsibility will be required of front-line workers.
Sonja Armbruster
Health Sciences EducatorWichita State University
Department of Public Health Sciences
What's a day at work look like for a Support Services Coordinator?
Sonja Armbruster: The pandemic has re-defined what it even means to have a "day at work". I'm writing this response from my home office. Work in public health jobs can involve so many kinds of roles and responsibilities. The only thing I can guarantee is that the successful person seeking a career in public will be constantly curious and constantly learning. There are many public health jobs that are clearly defined with a set of protocols and software and office time that is scripted. Many more public health jobs require learning something new about community members, community partners, the system (including the department/organization one works for), the latest science and political realities that enable and constrain public health work. A day at work will involve continuously learning and seeking to understand new connections.
Will there be an enduring impact of the coronavirus pandemic on Support Services Coordinators?
Sonja Armbruster: Absolutely. For most of my 20-year career in public health, my colleagues and I have been frustrated by the fact that most people have no idea what public health is. At least now, most people have some understanding of some aspects of the field of public health. Particularly, people see that policy development, assessing community needs, community engagement and addressing equity are all core responsibilities of this field. After 9/11/2001 and the anthrax events, new preparedness dollars flowed into public health, and over times those funding streams slowly eroded again. Over the next few years, it is reasonable to expect increased funding to support public health. This article from The Nation's Health would be a good resource to learn more: www.thenationshealth.org
What technical skills for a Support Services Coordinator stand out to employers?
Sonja Armbruster: The technology of this moment may change in the next moment. The capacity to quickly learn new systems and processes is a critical skill. In large-part, this requires a willingness to say yes, and perhaps a willingness to make mistakes and try again. Successful new-graduates are coachable. None of us is as smart as all of us. New grads need to seek coaching and feedback from others. Older co-workers may have wisdom to share, or they may be missing a perspective or skill needed - and either way, new grads can learn so much by watching and paying attention. One of the most valuable skills one can hone is the approach to the work. New responsibilities are an opportunity to grow in the job, not a burden. While you likely won't see this on a normal "technical skills" list, stand-out employees have a healthy willingness to "go-figure-it-out" and then consult with one's supervisor or team rather than waiting to be told what to do or having a narrowly defined "job-jar". GFIO.
Dr. E.Del Chrol
Chair of Humanities, Professor of ClassicsMarshall University
Humanities Department
What certifications/licenses/courses can have the biggest impact for Support Services Coordinators?
Dr. E.Del Chrol: The courses that are most useful for employers are those that encourage writing, especially when it requires the student to conceive of and execute a large, complex project. If your major has a capstone project or Senior thesis option (and not just examination), take it. Secondarily, upper division courses that draw connections between the classical world and today are vital, especially with professors who aren't stupid. It's easy to say "Today is just like the fall of Rome!", you hear that all the time. But which fall of Rome? The one that created the long-enduring empire in 27 BCE? Or the final death in the West in 476CE (which doesn't include the Eastern empire in Constantinople)? Being able to recognize patterns as well as specificity of a historical moment is of vital importance to navigating our fraught times. That level of cultural awareness is infinitely adaptable to work that one does at a job, even a complex one. Finally, courses that tackle rhetoric are key, since, as Aristotle says, politics is the queen of disciplines. Everything is politics, and being able to navigate that is key.
Will there be an enduring impact of the coronavirus pandemic on Support Services Coordinators?
Dr. E.Del Chrol: I have three big fears about potential impacts of the pandemic on grads, and one hopeful one. I'm a believer in the old saying that goes the true judge of one's character is what one does when nobody is watching. Since students aren't under the same scrutiny as they would in a class of students, I am worried about the reward system some may have developed. So, first, if a student cheated on exams because they took it by themselves, not only does that undermine their education but may encourage cheating to get ahead. Second, it's easy to lose focus in a Zoom or Teams meeting or class. I myself more often than I should check my phone when I should be listening to some administrator or other delivering projections. Attention and focus is a skill, and when there's no obvious penalty to checking Insta during a proof, the ability to do deep and rewarding work with true focus is further diminished. Third, I'm concerned that the pandemic is reinforcing the digital divide. A student who has to share a space or a computer or bandwidth is going to have a harder time performing as well as someone who doesn't. The one thing I hope will come out of this is more people able to do their work in a space and a time of their choosing, and that folks won't be compelled to go sit under fluorescent lights in a cubicle 5 days a week. Learning to work creatively and independently is a skill and one that is sometimes ground out of our students by 19th century work-spaces. Fingers crossed we can develop flexibility thanks to the necessity.
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 Support Services 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.
Jordan Levy Ph.D.
Associate Professor of AnthropologyPacific Lutheran University
Anthropology Department
What Support Services Coordinator skills would you recommend for someone trying to advance their career?
Jordan Levy Ph.D.: Some students enter college having taken a "gap year" between high school and university. Any kind of volunteer or work experience that further develops their interpersonal communication skills is beneficial for the range of discussion and small group work that university-level classes require. Some students do service projects in other countries, which is great because they also gain international experiences that contribute to their overall formation as informed global citizens. These experiences can then tell what kinds of classes they take in university and can remain a source of inspiration for what careers they pursue.
What type of skills will young Support Services Coordinators need?
John Marston: Critical thinking, the ability to communicate in writing, and problem-solving skills are essential in archaeology.
How do you envision technology impacting Support Services Coordinators in the next 5 years?
John Marston: More opportunities for remote work as organizations become more comfortable with small platforms.
What experience really stands out on Support Services Coordinator resumes?
Dr. Adelaide Kelly-Massoud: Special Education may be unique in a COVID-19 era because the demand is not expected to waver. I would argue now, more than ever; the school will be looking deeply at candidates' qualifications. A teacher candidate entering the field will want the resume to reflect their abilities and what they can offer to school culture. During this time, schools will want to see that candidates have varied experiences with face to face, virtual, and possibly, hybrid instruction. Some, if not many, teacher candidates are entering the field with all of their clinical experience being a reflection of virtual COVID-19 era teaching. If that is the case, I would advise candidates to highlight experiences with pre-K-12 students that informed their decision to join the field. Highlight the spark of passion moment and past jobs working with kids.
Current trends and future directions of special education will require candidates that have a pulse on the social justice issues that face today's children. Candidates' resumes should reflect their ability to create a safe and inclusive classroom for all learners. The achievement gaps that already existed in education will continue to grow in the face of the global pandemic. A resume reflecting a special education teacher has the passion and skills to use data-driven, research-based interventions to narrow the gap and show a more profound commitment to creating meaningful change.
How do you envision technology impacting Support Services 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.
Will there be an enduring impact of the coronavirus pandemic on Support Services Coordinators?
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.
Jamelyn Tobery-Nystrom
Coordinator of M.Ed. Special EducationFrostburg State University
Educational Professions
How do you envision technology impacting Support Services Coordinators in the next 5 years?
Jamelyn Tobery-Nystrom: Technology impacts special education in many ways. First, technology is the primary tool for kids with communication disorders. So, knowing how to find and use technology with students is critical. Second, instruction is now online for many of our students; therefore, learning new ways to teach using technology is needed. Technology will continue to evolve and be central to instruction.
Barbara Peterson
Professor of Human ResourcesTacoma Community College
Human Services Program
Will there be an enduring impact of the coronavirus pandemic on Support Services Coordinators?
Barbara Peterson: Thirty years ago, I had a conversation with a colleague about the concept of creating a remote mental health practice using emerging technology and the internet. He said it would never work. The current pandemic has proven that it can and does work. While we have been pushed into this new reality, my biggest concern is client confidentiality. Suppose new helpers take the appropriate actions to protect the clients. In that case, I believe remote helping will remain with us long after COVID is under control, especially for those folks that are place-bound for various reasons.