Jasmine Fast (Meridian School District school board District 3, Washington, candidate 2025)

Jasmine Fast

Nonpartisan

Candidate, Meridian School District school board District 3

Elections and appointments

Last election

November 4, 2025

Education

Associate

Whatcom Community College, 2020

Bachelor's

Western Washington University, 2023

Contact

Campaign website

Campaign Facebook

Campaign Instagram

Personal LinkedIn

Jasmine Fast ran for election to the Meridian School District school board District 3 in Washington. She was on the ballot in the general election on November 4, 2025.^[source]

Fast completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.

Biography

Jasmine Fast provided the following biographical information via Ballotpedia's Candidate Connection survey on October 11, 2025:

• Associate: Whatcom Community College, 2020
• Bachelor's: Western Washington University, 2023
• Gender: Female
• Incumbent officeholder: No
• Campaign website
• Campaign endorsements
• Campaign Facebook
• Campaign Instagram

Elections

General election

General election for Meridian School District school board District 3

Steve Corwin and Jasmine Fast ran in the general election for Meridian School District school board District 3 on November 4, 2025.

		Candidate
	Submit photo	Steve Corwin (Nonpartisan)
		Jasmine Fast (Nonpartisan)

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	Incumbency information for this election was not available.
= candidate completed the Ballotpedia Candidate Connection survey.
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Endorsements

Fast received the following endorsements. To view a full list of Fast's endorsements as published by their campaign, click here.

• Bellingham City Councilor Lisa Anderson
• Bellingham City Councilor Michael Lilliquist (Nonpartisan)
• Legis. District 42, Wash., Democratic Party

Campaign themes

Ballotpedia survey responses

See also: Ballotpedia's Candidate Connection

Jasmine Fast completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Fast's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.

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Who are you? Tell us about yourself.

I am Jasmine Fast and I am running for a seat on the Meridian School Board. I’m a mother, a neighbor, and a community member who knows our schools are the heart of our future.

As a lifelong advocate for equity, I’m running for the Meridian School Board to bring a thoughtful, transparent, and community-centered voice to our district leadership. I have gained familiarity with our teachers and staff because children have attended the Meridian Parent Partnership Program, Irene Reither Elementary, and Meridian Middle School. I will continue conversations with our staff and teachers to learn how our School Board can better serve our students.

I understand the importance of listening first. I’m committed to hearing from parents, teachers, students, and residents across our community to make informed decisions that reflect our shared values.

Please list below 3 key messages of your campaign. What are the main points you want voters to remember about your goals for your time in office?

• Eliminating administrative barriers for after-school enrichment programs. My experience partnering with Common Threads to bring cooking club to Irene Reither was a lengthy process. We need to make it easier for admin and staff to allow community organizations such as these to our schools so we can provide more after-school enrichment programs.
• Building financial literacy and individualized education. Our students must be coached on how to make smart decisions about spending so they can build a solid financial foundation. Teaching our students the importance of job skills and satisfaction, how to meet the cost of living, budgeting, wise investing, and borrowing will empower their future financial goals.
• Supporting trades programs and apprenticeships. Access to technical education skills is a top-priority. I support our proposed skills center which will provide programs in welding, auto tech, culinary arts, nursing, and more to our Whatcom County juniors and seniors.

What areas of public policy are you personally passionate about?

I am an advocate for education policies that focus on ensuring high-quality and accessible education for all. I support initiatives that will continue updating school curricula, help develop teacher training programs, and implement measures to ensure all students have access to rigorous, quality education.

What characteristics or principles are most important for an elected official?

I believe transparency and accessibility are both key characteristics I look for in my elected officials. I share frustration with many others when I say it is deeply disappointing to have an elected (and paid) representative who does not respond to their constituents.

What do you believe are the core responsibilities for someone elected to this office?

School board members serve as the governing body of a public school district, responsible for setting the district’s vision, policies, and priorities. The board ensures that schools provide high-quality, equitable education to all our students while managing (limited) resources responsibly.

Key duties include adopting the district’s mission and long-term goals, approving the annual budget, and overseeing fiscal accountability. Board members hire, evaluate, and work closely with our superintendent, Dr. James Everett, who manages day-to-day operations. Board members review student achievement data to guide instructional and policy decisions.

They approve major curriculum adoptions and ensure compliance with state and federal laws, including transparency and equity requirements.

School board members help shape the educational direction of their district and ensure that all students have the opportunity to succeed through collaboration and accountability.

What is the primary job of a school board member in your view?

The primary job of a school board member is to ensure that every student in the district has access to high-quality, equitable education. School board members shape the vision, priorities, and policies of our schools through the guidance of our community.

A strong leader looks at the bigger picture to establish clear goals, adopt responsible budgets, and make decisions that reflect community values while keeping student success at the center. They are stewards of public trust and taxpayer resources, ensuring transparency and fiscal responsibility.

Equally important, school board members act as a bridge between the community and the schools. They listen to parents, students, and educators; weigh diverse perspectives; and make informed, balanced decisions in the best interest of all students. They also advocate for the district at the state and local levels, working to secure the resources and policies needed to support student learning and well-being.

The primary job of a school board member is to lead with integrity, equity, and vision to create the conditions where our students can thrive academically, socially, and emotionally.

Who are your constituents?

My constituents are the people who make up the heart of our school district community: students, parents, educators, staff, and the residents who support public education through their engagement and tax dollars. Every decision a school board makes affects not only those directly involved in our schools but also the broader community, since strong public schools are vital to local well-being and economic health.

How would you support the diverse needs of your district’s students, faculty, staff, and community?

Supporting the diverse needs of students, faculty, staff, and the community begins with listening to ensure constituents are respected and represented in district decisions. Equity means recognizing that each person may need different resources and support to succeed, and it’s the school board’s role to create policies that reflect that understanding.

For students, that means ensuring access to safe, inclusive schools with a variety of challenging academic options and diverse extracurricular opportunities. Meridian has a wonderful reputation for sports. We need to diversify our after-school offerings to include students who may not be so athletically inclined.

For faculty and staff, it means providing professional development, fair wages, and the tools necessary to meet the needs of a diverse student body.

Supporting diversity means building a school system where everyone (regardless of background, ability, or circumstance) has the opportunity to contribute to Meridian's shared success.

How will you build relationships with members of the broader community? Which groups, organizations, stakeholders will you specifically target?

As a school board member, I would actively seek input from a wide range of voices to ensure district decisions reflect the community’s shared values and diverse perspectives. I would prioritize regular engagement with parents, students, teachers, and staff through school visits and open community forums.

Beyond the school walls, I have been a Board Member of the Cordata Neighborhood Association since 2018 and will continue to be the community liaison for our neighbors. We work with many local small businesses to hold community meetings bi-monthly. I will strengthen partnerships with Whatcom Community College and local nonprofit organizations, such as Whatcom Dream, to support student learning.

What constitutes good teaching? How will you measure this? How will you support advanced teaching approaches?

Good teaching is both an art and a science. It begins with deep content knowledge and effective instructional strategies, but it also relies on empathy, adaptability, and a genuine commitment to helping every student succeed. Great teachers engage students in critical thinking, creativity, and collaboration while fostering a sense of curiosity and confidence in their own learning.

To me, good teaching is student-centered. It meets learners where they are, recognizes diverse learning styles, and uses data and feedback to guide instruction. It creates classrooms where students feel safe to ask questions, take risks, and learn from mistakes.

Measuring good teaching requires a balanced approach. Traditional evaluations (classroom observations, student feedback, and professional goal-setting) should be paired with evidence of student growth, collaboration with colleagues, and ongoing professional learning. Evaluations should be constructive and focused on growth, not compliance.

To support advanced teaching approaches, I would advocate for professional development that is relevant, collaborative, and innovative. This includes supporting training in culturally responsive teaching, differentiated instruction, project-based learning, and effective use of technology. Teachers should have time to experiment, reflect, and share best practices.

At its core, good teaching thrives when educators feel trusted, supported, and empowered to keep improving. A school board’s role is to ensure the systems and culture exist for teachers to do their best work for students.

What strategies or plans would you advance to ensure the schools are properly funded?

Ensuring schools are properly funded requires a combination of advocacy, fiscal responsibility, and strategic planning. A few strategies I have in mind:

1. Advocacy at the state and local levels for funding formulas that reflect the actual needs of our district, including support for students with higher needs and underfunded programs.

2. Prioritization of transparent budgeting and fiscal oversight. Constituents must feel confident funds are allocated efficiently and directly support classroom instruction, student services, and staff development. Our board completes regular reviews of expenditures and outcomes to help ensure that every dollar is spent wisely.

3. Partnerships and grants that supplement public funding without compromising equity or access. Collaborating with local businesses, nonprofits, and higher education institutions can bring additional resources and opportunities to our students.

4. Engage the community in funding discussions, educating taxpayers on the value of investing in education and building support for bonds and levies when needed. The goal is to create a funding strategy that is transparent and sustainable, ensuring that our schools have the resources to provide high-quality education now and in the future.

What principles drive your policies for safety in schools?

My policies for school safety are driven by the principles of prevention, inclusivity, preparedness, and well-being. Safety is not just about responding to emergencies. It’s about creating an environment where students, staff, and families feel secure, supported, and able to focus on learning.

Prevention means proactively addressing risks through clear policies, training, and infrastructure. This includes measures such as secure facilities, anti-bullying programs, mental health support, and proactive conflict resolution.

Inclusivity ensures that safety policies protect every student, regardless of background, ability, or circumstance. Policies should address the needs of vulnerable populations and create an environment of respect and belonging.

Preparedness emphasizes clear plans and regular drills for emergencies (natural disasters, medical crises, or security incidents) combined with staff training and coordination with local first responders.

Well-being recognizes that true safety includes mental and emotional health. Supporting counselors, social-emotional learning, and trauma-informed practices helps students feel secure and resilient.

How might you support the mental health needs of students/faculty/staff?

Mental health support should be proactive, accessible, and embedded in the daily life of schools. We must ensure all members of the Meridian community feel supported, safe, and able to thrive.

For students, mental health support includes access to school counselors, social workers, and psychologists, as well as programs that teach coping skills, resilience, and emotional regulation. Integrating social-emotional learning into the curriculum early on helps students manage stress, build healthy relationships, and develop problem-solving skills.

For faculty and staff, support can include employee assistance programs, mental health resources, professional development on stress management and trauma-informed practices, and fostering a work environment that values well-being and work-life balance.

Across the district, promoting an open and stigma-free culture around mental health is key. This involves training for staff to recognize signs of distress, creating clear pathways for support, and encouraging collaboration with families and community mental health services.

What existing district policies would you like to change, or what new policies would you like to implement?

Any changes or new policies I would support would be guided by the goals of equity, student success, and community engagement. While I would review all existing policies carefully before proposing changes, my focus would be on areas that most directly impact learning outcomes and well-being.

I would prioritize policies that enhance equity and inclusion, ensuring that all students have access to high-quality instruction, technology, and support services. This could include revisiting disciplinary policies to emphasize restorative practices and reduce disparities.

I would advocate for policies that encourage innovation in teaching and curriculum, allowing flexibility for project-based learning and culturally responsive instruction.

I would also consider policies that increase transparency and community engagement to ensure constituents have clear channels to provide input on decisions affecting our schools.

Describe your ideal learning environment for students.

My ideal learning environment is one where curiosity is encouraged and every student feels safe, supported, and inspired to learn.

In this environment, classrooms are inclusive and engaging, with teachers who have the resources, training, and flexibility to meet students where they are. Learning would balance academic rigor with creativity, critical thinking, and collaboration, preparing students not only for tests but for real-world problem-solving and lifelong learning.

Our schools would provide wraparound supports such as free nutrition and counseling to ensure basic needs are met so students can focus on learning.

Beyond the classroom, we would build strong partnerships among families, educators, and the broader community, giving students opportunities for hands-on learning through internships, civic engagement, and local collaboration with our elders.

What will you do to build a relationship with parents in the district?

I would prioritize open communication by attending school events and maintaining clear channels for families to share feedback or concerns. I believe in creating opportunities for two-way dialogue, not just informing parents about decisions after they have been adopted.

I would also work to strengthen parent involvement through collaboration with PTAs, booster clubs, and parent advisory committees. Partnering with these groups can help identify gaps in communication, equity, or resources and lead to more responsive, inclusive solutions.

What are your preferred strategies for faculty, staff, and administration recruitment?

Recruitment goes beyond simply filling positions. We must retain a strong, inclusive workforce committed to student success and well-being. A few ideas:

1. Competitive compensation and supportive working conditions. Fair pay, manageable workloads, and opportunities for professional growth are key to not only attracting, but also retaining skilled educators and staff. Candidates should see Meridian School District as a place where they can build a meaningful, long-term career.

2. Broaden recruitment pipelines by partnering with WWU (go Vikings!), WCC (go Orcas!), and teacher preparation programs, especially those that prioritize diverse candidates and support alternative pathways to graduation and beyond.

3. Ensure our hiring processes are equitable and welcoming, and that new hires are supported through mentorship and ongoing professional development. We must foster collaboration and create an environment where every staff member feels valued and empowered.

By investing in people (not just positions) we can build a District-wide team that reflects our community and provides the best possible education for our students.

Are there any areas of school curriculum you would like to see changed?

I would prioritize reviewing curriculum in areas where students may face gaps in preparation for college, careers, and life skills. This could include strengthening civic education, financial literacy, and digital literacy so students are equipped with critical thinking and real-world skills.

Equally important is ensuring that diverse perspectives are represented across subjects, helping students understand history, literature, and society from multiple viewpoints. I would also advocate for social-emotional learning and wellness education to support students’ mental health and interpersonal skills.

Any curriculum updates should be transparent, research-based, and inclusive, with input from teachers, parents, students, and experts. The goal is not change for the sake of change, but to ensure that every student has access to a well-rounded, high-quality education that prepares them for success in the 21st century.

What role should artificial intelligence have in your school district?

Artificial intelligence can play a valuable role in our schools when used thoughtfully, ethically, and as a tool to enhance learning, streamline operations, and support educators, rather than replace them.

For students, AI can provide personalized learning experiences, adapting instruction to individual strengths, pacing, and areas needing support. It can help identify learning gaps early, provide targeted practice, and allow teachers to focus on deeper engagement and creativity in the classroom.

For teachers, AI can assist with administrative tasks like grading, data analysis, and progress tracking, freeing up time for lesson planning, mentoring, and one-on-one support.

District-wide, AI can improve efficiency in operations, from scheduling and resource management to analyzing trends that inform policy decisions.

However, any use of AI must prioritize equity, privacy, and transparency. Students’ personal data should be protected, algorithms should be free from bias, and AI tools should supplement the human judgment of our teachers. AI should be a supportive tool, empowering teachers and students while enhancing educational outcomes, not a substitute for human connection and guidance.

What is an accomplishment that you are proud of?

Following a 10-year hiatus after high school, I began my journey at Western Washington University as a single mother of two and I graduated with a B.A. in Urban Planning & Sustainable Development along with a certificate in Geographic Informative Science (GIS). In a nutshell, this means I can make cool maps.

Today, as a professional land use planner I am proud member of the American Institute of Certified Planners (AICP). This means I passed a fancy exam and I follow a code of ethics and professional conduct to serve the public interest with integrity and safeguard public trust. Got land use data? Need a map? You can rest assured that I've got you're back .

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Other survey responses

Ballotpedia identified the following surveys, interviews, and questionnaires Fast completed for other organizations. If you are aware of a link that should be added, email us.

• VoteWA Profile

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