Table 2.

Mean scores on the homophobic and transphobic belief scale at baseline, 3, and 12 months following random assignment

First follow-up (3 months post curriculum implementation)
Full sample (N = 1357)	Baseline mean (SD)	3-month follow-up mean (SD)
Treatment	2.38 (0.67)	2.28 (0.69)
Comparison	2.34 (0.67)	2.33 (0.67)
Straight & cisgender sub-group (n = 1144)
Treatment	2.43 (0.65)	2.33 (0.68)
Comparison	2.42 (0.65)	2.40 (0.64)
LGBTQ sub-group (n = 213)
Treatment	2.11 (0.71)	1.99 (0.68)
Comparison	1.98 (0.63)	1.96 (0.69)
Second follow-up (12 months post curriculum implementation)
Full sample (N = 1275)	Baseline mean (SD)	12-month follow-up mean (SD)
Treatment	2.38 (0.67)	2.26 (0.70)
Comparison	2.33 (0.67)	2.33 (0.68)
Straight & cisgender sub-group (n = 1078)
Treatment	2.43 (0.65)	2.31 (0.69)
Comparison	2.41 (0.65)	2.39 (0.66)
LGBTQ sub-group (n = 197)
Treatment	2.10 (0.72)	1.98 (0.69)
Comparison	1.93 (0.62)	2.06 (0.74)

Sample size based on those with valid surveys at each time point. Cases with missing values were excluded from the analyses (n = 81 at 3-month follow-up and 120 at the 12-month follow-up). Mean scores represent unadjusted values on a scale of 1 to 5 where higher values represent more homophobic or transphobic beliefs. Baseline characteristics of those excluded were similar to those in the starting analytic sample. There was no differential attrition between treatment conditions at 3 months. At 12 months, excluded cases from the FLASH condition were more likely to report English as a primary language than excluded cases from the comparison group; no other differences were present