This study interprets hermeneutically the specific position of the teacher in the crisis intervention in the Czech Republic as an independent phenomenon. It pays attention to connections resulting from the manner of providing care and the teacher's own understanding the character of the subject of crisis intervention. On the one side the study arrives at the conclusion that the crisis intervention approaches the solution in an instrumental and pathogenetic manner. On the other hand this care specifically neglects the fundamental issue, i.e. the point of view of the child itself. Should crisis intervention be approached salutogenetically, the teacher and school form a specific place. For the time being this field of the "teacher's treatment of the child" appears to be an overlooked issue in consequences of the hermeneutic explanation of crisis intervention.