Jasmine is a qualified teacher and coach. She has worked in education for over 20 years across the private, public and third sector. Having trained as a teacher in New Zealand, she relocated to the United Kingdom to pursue her career. She has undertaken various leadership roles including senior teacher, assistant head teacher, head teacher and school improvement partner. Her most recent role was Principal of a school for children and young people with Autism and other complex needs in Scotland.

Now Managing Director of her own company, Jasmine works across the United Kingdom and internationally as an executive coach and consultant, working with leaders, teachers and organisations, creating coaching cultures.

Jasmine also divides her time as a researcher, Non-Executive Director for a social enterprise and a facilitator of #IamRemarkable - which is part of a global community passionate about helping women and underrepresented groups promoting themselves in the workplace and beyond.

Special Interest Areas

  • Values based leadership
  • Coaching cultures
  • Wellbeing and leadership
  • Strategic development
  • Coaching skills for parents
  • Inclusion and Neurodiversity
  • Teacher Agency
  • Pupil Voice

Education, Qualifications, Memberships

  • Masters Educational Research (currently undertaking) - Stirling University
  • Associate Certified Coach with International Coaching Federation
  • Association of Positive Psychology Coaches
  • Royal Society of Arts Fellow
  • Post Graduate in Personal and Business Coaching - Chester University
  • EFQM Assessor Quality Scotland
  • Moderator with National Autistic Society
  • Masters in E Inclusion (Learning Disability and Technology) - Kings College
  • National Professional Qualification for Headship – National College of School Leadership
  • Bachelor of Education - Otago University
  • Primary Teaching Diploma - Dunedin Teachers College


  • Miller, J. & Strachan, S. (2019). Understanding the Experiences of Autistic and Dyslexic Women Transitioning into Tertiary Education, General Teaching Council, Scotland.
  • Long, J., Panese, J., Ferguson, J., Hamil, M. & Miller, J. (2017). Enabling voice and participation in autism services: using practitioner research to develop inclusive practice. Good Autism Practice, Volume 18:2, 1-7
  • B Squared, Autism Wessex, North East Autism Society, Scottish Autism. (2016). An Introduction and Guide to Using the Autism Progress Profiling Tool. http://www.autismprogress.org/Portals/2/Autism%20Progress%20Handbook.pdf