This study demonstrates support for policies promoting on-shelf nutrition labels designed according to evidence-informed principles, but policymakers should move forward with caution when investing in such systems until research has confirmed optimal label design, clarified the mechanisms through which dietary intake is improved, and assessed associations with nutrition-related health outcomes.

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Objective To examine associations between students' time spent in moderate to vigorous physical activity (MVPA) and the school built environment while also considering features of the schools' social environment and student-level characteristics. Methods Using surveys and GIS measures, multilevel linear regression analysis was applied to examine the environment-and student-level characteristics associated with time spent in MVPA among grade 9-12 students (n = 22,117) attending 76 secondary schools in Ontario, Canada as part of the SHAPES-Ontario study. Results Statistically significant between-school random variation in student MVPA was identified [r 2 l0 = 9,065.22 (250.64)]; school-level differences accounted for 3.0% of the variability in student MVPA. Students attending a school that offered daily physical education or provided an alternate room for physical activity spent more time in MVPA than students attending a school without these resources. Moreover, as land-use mix diversity and walkability of the school neighbourhood increased, students' time spent in MVPA decreased. Conclusion Developing a better understanding of the environment-and student-level characteristics associated with students' time spent in MVPA is critical for informing school-based physical activity intervention programmes and policies.