Impactful After-School Behavior Support Educator

apollo-after-school; Washington; On-site; USD 34,000 - 49,000; Full time

Benefits offered by this job

$30/hour

Monday–Friday afternoon schedule

Professional development

Training and ongoing support

Supportive team environment

Opportunity to make a direct impact in

Work-life balance

Job summary

Apollo After School is seeking a caring Behavior Support Educator to provide individualized support for school-age children, including neurodivergent learners with autism, ADHD, sensory and emotional regulation needs. The role emphasizes patience, positive strategies, and respectful, strengths-based approaches.

You will work with our after-school team to help children participate in activities, transitions, peer interactions, and routines.

Qualifications

• High school diploma or equivalent; age at least 18.
• At least 1 year of experience with school-age children.
• Experience supporting neurodivergent children preferred; autism/ADHD/sensory needs.

Responsibilities

• Provide individualized behavioral, emotional, social, or developmental support.
• Support neurodivergent children in after-school activities.
• Help children navigate transitions and peer interactions.
• Use positive behavior support, co-regulation, and visual supports.
• Collaborate with Site Director, educators, school personnel, and Apollo leadership.

Skills

Observation & problem-solving

Calm, patient, supportive

Communication & teamwork

Dependability

Relationship building

Independence

Inclusion commitment

Education

High school diploma or equivalent

Minimum age 18

Job description

Apollo After School is seeking a caring Behavior Support Educator to provide individualized support for school-age children, including neurodivergent learners with autism, ADHD, sensory and emotional regulation needs. The role emphasizes patience, positive strategies, and respectful, strengths-based approaches.

You will work with our after-school team to help children participate in activities, transitions, peer interactions, and routines.