Self-concept is a precursor to a spectrum of mental, emotional and behavioural challenges, exerting a profound influence on how children perceive themselves, interact with their peers, navigate the educational landscape, and respond to life events. A learning disability is likely to negatively impact self-concept development, rendering children with learning disability particularly vulnerable to its detrimental effects. Addressing negative self-concept in school settings and providing appropriate support to students, especially those with learning disabilities, is a potentially effective way to mitigate the long-term risks of mental health, emotion regulation and behavioural problems. One powerful tool at teachers' disposal is verbal communication that is free from threat or judgement, characterized by empathetic and appreciative tones that convey goodwill and acceptance. This paper offers practical guidance to teachers on using language endowed with distinct semantic nuances and pragmatic choices, with the potential to significantly enhance children's self-concept and promote their overall healthy development.