Immediately, I thought about Special Education, and how so often as teachers we are eager to "label" students in an effort to help them.
Although ADD, ADHD, Gifted, LD, DD, MID and other labels can help us define the instructional needs of the students in our classes, care must be taken to gather enough data to accurately define the particular learning issue(s) a student may have. After all, "incorrectly defining the problem" can, as in aviation, be critical in the education and ultimately in the life of a student.
I recall a particular boy in Grade 8 whom I often saw in the office when I was an acting vice principal a few years ago...
After numerous personal conversation with the child and several observations of his work and work habits, I suspected the boy was in fact not behaviour at all, but rather, that he had a learning disability, and that the resultant frustration of said LD was causing the various problems in class and on the schoolyard that had led to the "behaviour" label.
My clout as a VP allowed me to have the boy bumped up the waiting list for psych testing, and it turned out -- surprise surprise -- he had an LD!
This accurate designation allowed us as a school to appropriately support the student through his last few months of grade 8, and to prepare the receiving school for his learning profile so that he could be excused from some classes and have access to others as an educational support in high school.
So often I have seen students "drop out" of school, either mentally or quite literally, because of an incorrect understanding of or poor response from educators towards a particular learning profile. The results, both personally to the child, and systemically within our society, can be fatal.
When we are considering the best course of action for a particular student, as my aviation resource notes, "One critical error that can be made during the decision-making process is incorrectly defining the problem."