I don't like labels in general.
I am a teacher. I can start the year with a filing cabinet full of details of diagnosis I am supposed to read, remember and plan round. it is a load of rubbish. literally a week or two full time reading, obviously it is never done, and what is done cannot be carried within my head, and what i do remember might not be helpful or fit in with the class anyway.
"ADHD" has no meaning to me. Every child called ADHD is completely different. Some are just naughty, some are good, some are attatchment disordered, many are very quirt and sad.
"impulse control is a problem" is a helpful comment, although this is not a diagnosis.
"trouble maintaining concentration" ditto
"dyslexia" has no meaning what so ever. ( speaking as a "dyslexic"!) I have a neurological disability which interferes with visual and tactile perception. Most children I come across labelled dyslexia do not!
"needs extra time to process information" is helpful
" short instructions given one at a time" is helpful - neither of these are a diagnosis
"Autistic" is a helpful diagnosis, as there is a certain core similarity, although "ASD" or "Aspergers" may not be helpful, particularly if they are right on the fringe.
"Attachment disorder" is a helpful warning that someone needs careful monitoring and consideration.
Although some of these details are obviously helpful, many actual diagnosis are not helpful at all, and are more likely to red flag unrealistic parents to me rather than genuine problems.
Overall, pointers are good, masses of paperwork is bad, useless, heavy and time consuming.
And in the end, you very quickly work out what works within your class dynamic through trial and error!