With the deepening of social transformation and educational reform, the psychological health problems of vocational college students are becoming more and more complicated, and psychological crisis intervention has become an important link in the educational system of vocational colleges. Teachers, as the most frequent contact group with students, play an irreplaceable key role in it. This paper aims to reflect on and explore the path of effective participation of teachers in psychological crisis intervention in higher vocational colleges. Firstly, this paper systematically analyzes the realistic difficulties faced by teachers, such as role ambiguity, lack of ability, and weak support system, and then constructs a four-dimensional role model of teachers composed of “discoverer, guide, intervener, and coordinator” to clarify the boundaries of their responsibilities. Finally, around this model, systematic paths such as perfecting stratified training, constructing a gridding response system, establishing a multi-coordination mechanism, and creating a supportive environment are deeply considered to effectively enhance teachers’ psychological crisis intervention ability, so as to provide theoretical references and practical enlightenment for enhancing the effectiveness of psychological crisis intervention in higher vocational colleges and promoting students’ healthy growth.