The presence of crisis situations is an integral part of the life of both the child and the adult, however, the child due to its underdeveloped cognitive development requires greater attention and support from the adult, and this important role is taken over by educators. Working with children in crisis is an additional source of stress for educators and due to its complexity in some situations can lead to negative consequences for educators. In order for the negative effects of working with children in crisis to have as little impact as possible on the educator himself, it is necessary to provide him with appropriate help and support to create a healthy work environment. The aim of this research was to find out what is need of educators for support in working with children in crisis and what forms of support educators consider effective. The participants were 12 educators from several counties of the Republic of Croatia, and a semi-structured interview with pre-asked open-ended questions was applied. The results of the research indicated a great need for educators to support in working with children in crisis, especially when it comes to more serious situations and during the first encounters with crisis situations. They also expressed the need for the existence of a qualified professional team in educational institutions. Furthermore, participants pointed out the importance of internal communication, which should be open and timely, and mutual support that leads to the creation of a healthy and stimulating work environment. The findings of the research contribute to a better understanding of the educational profession and the understanding that working with children in crisis requires joint action of all participants in the educational institution, and the work itself should be based on mutual trust and respect so that current and future crisis situations can be resolved.