Seeking to identify intervention strategies that classroom teachers can use to develop healthy self-concepts in learners, this paper provides a review of communication research on self-concept and its pedagogical implications. The first section of the paper reviews research on selected salient influences on self-concept, including work on racial influences, social status, personal factors, parental influences, learning successes in school, classroom atmosphere, and teacher self-concept. The second section examines the relationship between self-concept and academic achievement, with discussions of teacher interpersonal behavior and pedagogical strategies that enhance student self-concept. The final section of the paper considers the importance of teachers developing effective interpersonal communication skills, awareness of their own perceptions of students, awareness of student attitudes, and positive expectations about student performance. (RL)