This conceptual paper suggests the notion of 'affective justice' as a means to critically address the problem of sentimentalism within Human Rights Education (HRE). Originating in sociolegal studies affective justice focuses on how legal frameworks for human rights generate embodied, affective experiences that allow learners to engage deeply with notions of justice. By examining how these affective dimensions shape learners' understanding of human rights, the paper argues that affective justice offers a valuable framework for countering critiques that emotional engagement with human suffering risks devolving into 'cheap sentimentality.' The analysis suggests that affective justice not only enriches HRE theory but also fosters meaningful, reflective practices among learners. The paper concludes by outlining future research directions to further explore how affective justice might be applied in educational contexts to deepen critical engagement with human rights and promote ethically grounded responses to global injustice.