"Divisive concepts" legislation, which seeks to restrict teaching about topics like race, gender, and sexuality, for example, has proliferated across the United States, creating confusion and challenges for students, teachers, and teacher educators who want to include discussion of complex topics in their classrooms (Ervin & Gannon, 2024; PEN America, 2023; Schoorman & Gatens, 2024; Woo et al., 2023). In March of 2024, National Council of Teachers of English (NCTE) leadership sent a survey to NCTE members to solicit needs for facilitating discussion of complex topics in ELA classrooms. In response, NCTE members emphasized teachers' responsibility to teach whole histories and full narratives, and they requested support on how to do this well when discussing complex topics. In this survey and beyond, members have requested support in discussing race and racism, political and civil unrest, LGBTQIA+ peoples' experiences and struggles, the upcoming presidential election, pandemic vaccination policies, reproductive rights, and other current and complex topics. Aligned with the NCTE mission and vision, the NCTE Executive Committee reiterates NCTE's commitments to fighting against censorship, uplifting diverse voices and perspectives, and supporting critical literacy instruction. To fully participate in society, students need to be able to grapple with the very topics that are being pushed out of the classroom by divisive concepts legislation and other methods of censorship. As educators consider the integration of complex topics into learning spaces, it also becomes essential to provide a variety of experiences and texts that highlight the nuances of these topics. Inquiry frameworks, discussion protocols, community experts, and transparent communication and engagement with families can all contribute to positive teaching and learning experiences.