Table 2.

Sample of change objectives

Homosexuality	Knowledge	Attitude	Self-efficacy	Skills
1. The teacher integrates the theme of homosexuality as self-evident during all lessons of Long Live Love	K 1.1 The teacher describes how homosexuality is integrated in the lessons of Long Live Love.	A 1.1 The teacher expresses the importance of a positive attitude of a teacher toward homosexuality during the application of the lessons of Long Live Love.	SE 1.1 The teacher expresses confidence in ability to replace “he” and “she” by “he” and “he” or “she” and “she.”	S 1.1 The teacher demonstrates how he/she continually integrates the theme of homosexuality in the lessons.
	K 1.2 The teacher lists the moments in the Long Live Love lessons where the theme of homosexuality can be discussed as a self-evident part of the lesson.	A 1.2 The teacher expresses the advantages of integrating homosexuality as self-evident during the application of Long Live Love.	SE 1.2 The teacher expresses confidence in the ability to continually integrate homosexuality and certainly not avoid the theme in the lessons of Long Live Love in case of negative reactions from students.	S 1.2 The teacher demonstrates skill to not avoid the theme of homosexuality despite possible adverse or negative reactions from students.
	K 1.3 The teacher describes how he/she plans to integrate homosexuality in the lessons of Long Live Love.	A 1.3 The teacher expresses the importance of mentioning “he” and “he” or “she” and “she” instead of “he” and “she” during the lessons of Long Live Love.	SE 1.3 The teacher expresses confidence in the ability to protect students with feelings of homosexuality against a feeling of discomfort or social pressure.	S 1.3 The teacher demonstrates skills to stimulate the discussions about homosexuality in which respect and acceptance are important key aspects in this in depth discussion.
	K 1.4 The teacher explains that when “he” and “she” is mentioned this can also be replaced by “he” and “he” or “she” and “she.”	A 1.4 The teacher expresses the importance of discussing and integrating the theme of homosexuality, especially when the students react negatively.	SE 1.4 The teacher expresses confidence in the ability to communicate the message that homosexuality is not limited to borders, cultures, or countries during the lessons.	S 1.4 The teacher demonstrates how he/she protects students with homosexual feelings from a feeling of discomfort.
	K 1.5 The teacher explains the reasons why he or she will strive toward a self-evident integration of homosexuality as theme in the lessons of Long Live Love.	A 1.5 The teacher describes the importance of effectively coping with feelings of pressure or discomfort of students with feelings of homosexuality during the lessons of Long Live Love.	SE 1.5 The teacher expresses confidence in the ability to be continually alert of possible individual confrontations between students about homosexuality.
		A 1.6 The teacher expresses the importance of informing students that homosexuality is not limited to a culture, to borders, or to periods.
2. Teachers intervene on homonegative behavior of students	K 2.1 The teacher lists the signs he/she should be aware of which could indicate homonegative ideas or behavior among students.	A 2.1 The teacher expresses a disapproving attitude toward homonegative behavior during the application of Long Live Love.	SE 2.1 The teacher expresses confidence in the ability to be continually alert of signs or behavior of students in the classroom, which can be homonegative.	S 2.1 The teacher demonstrates skills to constantly be alert of homonegative signs or behavior of students during the lessons.
	K 2.2 The teacher describes which methods can be used effectively in the classroom when students have homonegative ideas or show homonegative behaviors.	A 2.2 The teacher describes the importance of being constantly alert of homonegative signs or behavior of the students.	SE 2.2 The teacher expresses confidence in ability to take measures when students act homonegatively in the classroom.	S 2.2 The teacher demonstrates skills to adequately deal with homonegative signs or behavior of students in the classroom.
	K 2.3 The teacher describes how homonegative reactions of students can be used as a subject for discussion.	A 2.3 The teacher expresses the importance of taking timely measures when students act homonegatively in the classroom.