Background <p>Awareness of children’s rights (CR) is fundamental to safeguarding children from abuse, ensuring their well-being, and enabling their access to a dignified standard of living. However, little is known about how Turkish students (TS) and Syrian migrant students (SMS) perceive and internalize these rights in contexts marked by migration and vulnerability.</p> Methods <p>This study employed an explanatory sequential mixed methods design to examine and compare CR awareness among TS and SMS in Türkiye. Quantitative data were gathered from 437 TS and 434 SMS through standardized surveys, whereas qualitative data were obtained through in-depth interviews and a drawing activity, whereby 15 students from each group illustrated their perceptions of CR.</p> Results <p>Statistical analysis revealed that TS exhibited slightly higher levels of awareness regarding some CR than SMS. Nonetheless, item-level comparisons highlighted both convergences and divergences in specific rights domains, shaped by contextual and experiential differences. Thematic analysis of interview data yielded three primary themes: rights commonly recognized across both groups; rights uniquely identified within a specific group; and instances where responsibilities were misconstrued as rights. Furthermore, the findings elucidate how lived experience and social context influence the conceptualization and prioritization of CR.</p> Conclusions <p>By providing a comprehensive and comparative exploration of rights awareness among TS and SMS, this study offers critical insights for international policy discussions on child rights and education—particularly in relation to vulnerable and migrant populations. The results underscore the necessity of context-sensitive educational interventions and the inclusion of diverse child perspectives in rights-based programming.</p>