Statistical literacy is critical for all sociology students because it facilitates academic and professional success, high-paying jobs, and informed citizenship. Most students, however, lack adequate statistical literacy to engage with sociological research. Within that general deficit, there are gender, racial, and social-class differences, with students from historically marginalized groups starting and staying behind. In this conversation, we argue that to deepen statistical literacy and reduce inequalities, instructors must be willing to sacrifice breadth of content to attend to students' psychosocial needs throughout sociology curricula, especially in courses where quantitative methodology is not the core focus. We synthesize prior literature into a holistic psychosocial approach for teaching quantitative sociology content at all course levels: build interest and motivation, foster a growth mindset, develop statistical efficacy, encourage belonging, and challenge stereotypes.