Despite the growing literature on education issues of Somali people inhabiting the northeastern provinces bordering Somalia, the smaller Somali clans settled in the Wardei community have rarely been reviewed. This study analyses the capabilities and functioning of Wardei school girls in Kenya's Tana River region, using the Stop Violence Against Girls in School (SVAGS) project's sub-dataset. Applying the capability approach as theoretical guidance, the study found that despite facing constraints due to poverty and gender norms, the girls attached importance to education-enabled capabilities of aspirations, emotions, affiliations, play, and bodily integrity. Over four years, the project observed positive changes in the girls' agency and shifting attitudes in families and the community towards a more girls-friendly environment. However, deeper collaborations with community and religious leaders and varied financial support are recommended to address persistent gender norms and poverty issues.