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.