Something great

We are delighted that a successful pilot program has led to Mimi’s House expanding its operations from the Moreton Bay region of QLD to a second location, working with students from Zillmere State School where 58% students are from the most disadvantaged quartile, as shown by ICSEA data.

Mimi’s House partners with primary schools to run a child-centered, 12-month intensive early intervention program for children in Prep to Grade 5 who are experiencing disadvantage, instability, stresses or trauma.

Recognising the increased risk of these children disengaging from education at an early age, Mimi’s House aims to build strength, hope and resilience into their lives through additional support systems at school that help them develop emotionally, socially and academically. By supporting the children to re-engage in classroom learning and develop the skills needed to fully participate in education, Mimi’s House aims to prevent the cycle of disadvantage and welfare dependency from perpetuating.

Mimi’s House has been a member of the SVA Ventures portfolio since November 2016, and is proudly supported by The Bryan Foundation. If you’d like to learn more about Mimi’s House please contact Ali.

CASE STUDY: Teaching Noah to trust

(This story first appeared in SVA’s Venture Philanthropy Impact Report 2017)

Noah was eight when he started his first year at Mimi’s House. He was referred by his school who had grave concerns about his disengagement from learning, behaviour issues, and mental health.

At first, Noah’s behaviour while at Mimi’s house was explosively reactive and guarded. On physical contact he would scream ‘Don’t touch me!’

Over the course of the year Noah gradually came to trust the Mimi’s House team, and enjoy himself while there.

He loves to cook and play Minute To Win It. ‘They listen and we get to do things, different things, and it’s fun!’ he says. ‘Everyone gets a turn, everyone is involved. It’s calm.’

Noah’s mum says he didn’t have a positive male role model in his life until Mimi’s House. ‘The only one who has stopped to listen to him is a worker there,’ his mum says. ‘Now Noah can’t stop talking about him.’

His school has also reported positive changes. Noah now seeks help from his teachers, is more inclined to start set tasks, and his learning has improved. ‘It’s so good to know that there’s someone else out there who knows my son like I do,’ Noah’s mum says.