Objective: To investigate the effect of maternal affectionate behaviors on anxiety and school adaptation among primary school freshmen, so as to provide a reference to support their emotional health and positive adjustment to school. Methods: A total of 426 primary school freshmen from a primary school were selected from Baoding City by the method of convenience sampling and cluster random sampling, and the school adaptation, anxiety and maternal affectionate behaviors were intensively investigated every weekend from September to December 2024, a total of 15 times. In October 2024 (T1) and April 2025 (T2), two longitudinal follow up surveys were conducted, which enrolled other 259 primary school freshmen from Baoding City to investigate their school adaptation, anxiety, and maternal affectionate behaviors at two time points. The dynamic structural equation model and cross lag model were established by Mplus 8.0 software, and the autoregressive effect of variables and the lag effect between two variables in intensive follow up survey, and the cross lag effect between two variables in two longitudinal follow up surveys were analyzed respectively. Results: For the intensive longitudinal surveys, the mean scores for maternal affectionate behaviors, school adaptation, and anxiety were (3.46±0.47) (4.06±0.55) (2.17±0.55), respectively. For the two longitudinal follow up surveys, the T1 and T2 mean scores for maternal affectionate behaviors, school adaptation, and anxiety were (3.30±0.45) (3.98±0.57) (2.03±0.49), and ( 3.26± 0.45) (4.15±0.55) (1.98±0.47), respectively. Intensive longitudinal surveys indicated that the maternal affectionate behaviors in the previous week positively predicted school adaptation in the following week ( β =0.08, P <0.01). Maternal affectionate behaviors in the previous week positively predicted school adaptation of male students in the following week ( β =0.10, P < 0.01), but not for female students ( β =0.02, P =0.25). Maternal affectionate behaviors in the previous week negatively predicted anxiety of primary school freshmen, male and female students in the following week ( β =-0.09,-0.08,-0.07, all P <0.01). The two longitudinal follow up surveys indicated that maternal affectionate behaviors at T1 positively predicted school adaptation at T2 ( β = 0.10, P = 0.03); maternal affectionate behaviors at T1 positively predicted school adaptation of male students at T2 ( β =0.12, P =0.04). Conclusion Maternal affectionate behaviors promote school adaptation and emotional health in new primary school students.