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A coordination activities scale and a coordination ability and power scale, developed based on interviews with teachers and school counselors, and on the records of actual cases in which students were supported, were completed by chief teachers, school counselors, and student guidance, educational counseling, and health teachers at 110 high schools. The results suggested that coordination activities at the student support team level could be explained by 4 factors: explanation, parent-teacher cooperation, assessment and decision making, and use of professional helpers, and, at the support system level, by 4 factors: management, public relations, information gathering, and networking. Moreover, coordination ability and power factors could be explained by 5 factors: professional knowledge, ability to assess the situation, ability to make up a support team, ability in team discussion, and power based on the person\u0027s role. The ability and power factors influence coordination activities differently, depending on the person\u0027s role in the school organization. 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