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Work with Us

OUR TEAM AND PRACTICES


Our staff have experience working with children and young people in out-of-home care and high support environments. 


All staff:


•    Have relevant qualifications and Queensland Clearances 
•    Are trained in trauma-informed and child-focused practice 
•    Understand mandatory reporting obligations
•    Work within clear policies, procedures, and professional boundaries

Teacher Leading Class

Our placements aim to provide:


•    A safe and stable living environment
•    Support with daily routines and life skills 
•    Emotional and behavioural support 
•    Consistent relationships with care staff 
•    Coordination with external services and professionals

At Ultra Youth Services, we believe that every young person deserves to feel safe, supported, and empowered — and that starts with the people who show up for them every day. When you join our team, you become part of a values driven organisation dedicated to providing trauma informed, youth centred care across Queensland.


Our work is purposeful, challenging, and deeply meaningful. We show up with humility, strength, and heart, knowing that consistent relationships and compassionate practice can change the trajectory of a young person’s life. Whether you’re supporting daily routines, building emotional connection, or creating safe, stable spaces, your role truly matters.

We support our team with:


•    Ongoing training in trauma informed and culturally responsive practice
•    A supportive leadership team who prioritise staff wellbeing
•    Opportunities for growth and professional development
•    A collaborative environment where every voice is valued
•    Meaningful work that contributes to real change for young people

If you’re someone who leads with empathy, believes in the potential of every young person, and is committed to making a positive impact, we’d love to hear from you.


Join Ultra Youth Services and help create safe, connected environments where young people can grow with confidence and dignity.

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