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Select v Styles Editing Voice Edito 5 .. The intervention evidence included for review suggests that physical activity promotion efforts in schools and universities/colleges have been largely unsuccessful in changing physical activity behaviors. Of concern, larger effect sizes were typically observed in studies using self- report measures compared to those utilizing accelerometers, highlighting potential reporting bias. Emerging evidence has identified that poor implementation is a major barrier to the success of school-based interventions. This is potentially because 'program drift' and *voltage drops occur as interventions progress from efficacy to effectiveness to dissemination, and interdisciplinary research involving behavioral science, implementation science, education, and input from adolescents themselves is needed to optimize intervention effects. Multi-component interventions (i.e., comprehensive school-based physical activity programs) appear to be more successful than single component interventions, particularly for adolescent girls, and intra- curricular interventions (those delivered as part of the curriculum) have stronger effects than extra-curricular interventions. Curricular interventions are more closely aligned with teachers' core responsibilities and potentially face fewer barriers to implementation. While there is a need to scale up multi- ponent whole-of-school interventions, research should continue to identify implementation strategies and integrate approaches into the realities of the educational system. Although challenging, instigating changes at government policy level could maximize reach and change their mindset that promoting physical activity is incongruent with the educational system's remit. Finally, there is a need for novel interventions targeting and attracting older adolescents and young adults in educational settings as these groups have been largely neglected in previous research. TO Focus W 2 x 99+ 49.F