Background
Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds for creating humanizing environments. We asked: How did affect and relationship show up in co-design for educators?, How did the affirmation of affect and relationship in the co-design process support the movement of ideas and practices across scales of practice?, How did the movement of ideas and practices facilitate the expansion of the object (to design a compassion course)?

Methods
We analyzed meeting transcripts, field notes, artifacts, interviews, and reflections from a co-design project where educators and researchers developed a course sequence on compassion and dignity in schools.

Findings
Educators discussed affective experiences, including those connected to challenging interactions. Discussing obstacles to compassion contributed to strengthening the co-design community and educators’ positive experience of co-design. Attention to affective experiences supported educators to connect compassion to their lives, invited learning across scales of practice, and expanded their vision for shared work.

Contribution
Attention to affective and relational aspects of co-design strengthens engagement in the co-design process, inviting more equitable participation and creating humanizing design environments, and thus should be a central component of participatory work.