For many complex problems-- such as climate change, urban poverty, and rising loneliness-- causes interact, boundaries resist definition, and no single intervention secures improvement. Across six years of teaching systems thinking, in a graduate course at a Canadian business school and in a national Student Challenge with more than 500 participants, we have repeatedly observed learners foreclose inquiry rather than stay with complexity, a pattern we call exiting complexity. We treat this exit, not as a failure of the learner, but as a trained response in which learners revert to familiar responses to problems. These responses reflect four promises that management training makes: distance, singularity, agency-as-control, and closure. The instructor interprets each exit as a diagnostic signal and responds with one of two stances: either allowing those exits to make a claim worth revisiting or deliberately provoking early exits from complexity. Keeping learners focused on an unresolved problem is demanding because most educators were trained in the same management education as our students and feel the same pull toward a single cause and a decisive answer. We argue that structured struggle, therefore, turns our diagnosis on our own teaching, asking us to treat the urge to resolve as an exit and to stay with complexity as we ask our students to do.